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CIRCULAR 16. 


AON OU PLN EL OR. STUDY, 


=FOR= 


SOON ty ENSTICUTES 


FOR 1888 AND 1889. 


—¥FOR THE USE OF— J 


CONDUCTORS AND INSTRUCTORS. 


Prepared by a Committee of the State Association of County Super- 
intendents of Illinois. 


Persons Receiving the Syllabus in 1888 Should Keep it for Use in 1889, 


SPRINGFIELD: 
H. W. ROKKER, STATE PRINTER AND BINDER. 


1888. 


CONTENTS OF SYLLABUS 


FOR 


“i INSTITUTE WORK. 


ee De a aspet SA ie ve ES 


Preface. 
Pedagogy. 
Language. 
Reading. 
Dictionary Work. 


Spelling. 


Penmanship. 
Number. 

Geography. 

Aoology. 

Botany. 

Drawing. 

Grammar. 
Physiology. 

U. 8. History. 
Constitutional Convention. 
Civics. 

Physics. 

Manners and Morals. 
Institute programmes. 


d 


tiny 


ae ey , 


PEE AG ty 


The following syllabus for institute work was prepared by a com- 


mittee appointed for that purpose by the State Convention of County 


Superintendents in December last. It is the hope of the committee 


> that it may be found helpful in the conduct of institutes. 


¥ 


D 
: 
; 


The aim has been to suggest work that is practical and within 
the reach of all teachers. It is believed that a careful consideration 
of what is here presented will lead teachers to more careful thought 
upon their work and upon its methods. This is the end most to be 
desired. It by no means follows that every teacher, as a result of 
such thinking, will come at once to the wisest conclusions. It takes 
the experience of many persons and many ages to learn all the 


facts and principles relating to the teacher’s work. The results of 


these experiences may be stated to some extent in words, and the 


statement may save the young teacher some perplexity and prevent 


his falling into error. But there is no substitute for the teacher’s 


own thinking. It is better for him to fall into some errors as the 


result of his own careful observation and thought, than to accept 


without thought the wisest counsel. Let this syllabus then serve 


its best purpose by simply arousing the ee of honest and thorough 
inquiry among the teachers. 


But while the teacher is investigating he must perform his daily 
work. While he is reaching forth for the highest ideals, he must 
be daily practicing such ideals as he has already mastered. And it 
is hoped that the syllabus may render him some assistance in this, 
his daily labor. 


It will be noticed that some of the exercises are divided into 


“parts, each calculated for one day’s work in the institute. In the 


ip rz 


case of others such division has not been attempted. It has been 
thought wisest in these cases for the institute instructor to take up 
the subjects and to pursue them as he finds himself able to do, 


- making such progress as the case will admit. We shall be glad to 


learn which of these methods is found the better adapted for imsti- 


4 rk. 
tute wo a 25020 


4 


The syllabus has been submitted to the Conferences of County 
Superintendents, held from May 4 to May 22, 1888, inclusive, and 
many suggestions made at these conferences have been incorporated 
into it. 


The amount of work laid out in the syllabus is more than can 
probably be accomplished in any one session of a teachers’ institute. 
Let the conductor make such sslections as he thinks will be_ best 
for the purpose in hand. If such selection does not include the 
whole work, the other parts may be taken at another time. 3 


Although the work is not all marked for days, as already stated, 
yet the paragraphs being numbered, the conductor is advised to 
devote some well ascertained period of time to each paragraph. 
This is only transferring to the conductor of the institute the appor- 
tioning of the work to the days of the session. 


The committee take pleasure in commending the Illinois Teachers’ 
Reading Circle. For the next year, beginning September 1, 1888, the 
course of reading will be: 


Compayre’s History of Pedagogy. 
Washington and his Country, by Irving. 


In addition to this the directors are arranging a course of reading 
for the boys and girls in the schools of the State. 


EK. A. Gastman, Manager, Decatur, Ill., will be glad to answer 
any questions. 


Ricoarp Epwarps, 
Apert G. Lane, 

JoHN D. BENEDICT, 
Gro. R. SmHawnan, 
MartrHew R. CHAamMBers. 
EKpwin C. Hewert. 


TOPICS IN PEDAGOGY. 


| ORGANIZATION. 
First Day. 


Meaning of the word “organization”? What may be organized ? 
Why cannot a library be organized? Why musé a school be organ- 
ized? Is it desirable to organize the school promptly? Why? How 
much time ought to be required to organize a school of forty pupils ? 
Shall this be a temporary or permanent organization? Why should 
the teacher be very prompt the first day? Why is that day’s work 
of special importance? Can he have definite plans of what he will 
do on that day? Illustrations. 

Can all pupils be set to work as soon as the school is in order? 
Is it a good thing to do? Why? How can it be done?  Illustra- 
tions. When will you take the pupils’ names? How will you do it? 
Is it important that the teacher learn the names promptly? Why? 
How can it be done? | 


How will you arrange your classes at first? Why not attempt a 
permanent classification at once? How can you get your school in 
working order by the second day? 


Second Day. 


What is a school programme? What should it show? Why is it 
important? Where should it be written? How will you proceed to 
make a programme? What cautions should you observe? What classes 
should be called first? Give specimen programmes. How closely 


- ghould a programme be followed? How can you secure precision in 


following the programme ? 


/ 


Third Day. 


What is it to classify pupils? Why is it necessary? What are 
the advantages of classification? The disadvantages? What should 
determine the class to which a pupil should be assigned? What 
dangers if pupils are put in classes too high? In classes too low? 

Is it desirable to have many or few classes? Why? How is the 
number of classes often unduly increased? How will you reduce the 
number? Can members of the same class use different text books? 
Tilustrations. When should pupils be changed in thei classes? 
What are the best ways of doing it? 


Fourth Day. 


What records must a teacher keep?. How is a schedule kept? © 
How, if there are pupils from different districts, townships or coun- 
ties? How are the schedules ¢_osed? How often? What must the 
teacher do with his completed schedule? Is it desirable to keep. 
other records? What ones? How can it be done? Illustrations. 
What are the advantages of marking recitations? What are its ob- 
jects? What should the marks express? What are the disadvan- 
tages? What about “self-reporting ?” 


Fifth Day. 


What are the relations of the teacher to the different school offi- 
cers? What authority has the teacher to make rules? ‘To suspend 
a pupil? ‘To expel a pupil? 

Is it important that there be a good understanding between teachers 
and parents? Why? How can it be brought about? LTlustrations. 
How can parents be induced to take an interest in the school? ‘To 
visit it? Illustrations. How can difficulties with parents be avoided ? 
How removed? What will you say about the teacher’s social réla- 
tions ? 

N. B.—These questions are given to indicate the lines of thought 
to be pursued; of course they can be expanded or varied. 


SCHOOL MANAGEMENT. 
First Day. 


What is included in management? How is it related to mstruc- 
tion? Its relative importance? What is the bearing of good school 
management on the after-life of the pupils? lLllustrations. What 
qualifications in the teacher are essential to good management? 
How can you manage to have pupils tidy? ‘To have the school- 
house clean? ‘To have pupils prompt? ‘To suppress noisy move- 
ments? ‘To prevent whispermg? ‘To prevent unnecessary passing 
about? ‘To prevent idleness? ‘lo make the pupils thoughtful? To 
make them polite? To make them attentive? ‘T'o make them truth- 
ful? To keep them from dishonesty in their lessons? Illustrations 
of all these. 


Second Day. 


Should the teacher attend to the pupils’ sports on the play- 
ground? Why? How shall he do jt? Shall he play with his 
pupils? Reasons, pro and con? What cautions if he does play 
with them? How can he suppress ‘‘bullying”’ on the play-ground ? 
Injustice? Obscenity? Profanity? Gamblng? Whatare the argu- 
ments for and against recesses in school? Ought the play-ground 
to be well defined? Is it important that out-buildings be kept clean? 
How can it be done? What suggestions would you make about 
school signals ? 


Third Day. 


What is government? Why has a teacher the right to govern a ~ 
school? What is the aim of school government? What about per- 
sonal feeling in government? Is it well to make many rules in 
school? Why? What rules are necessary? When should they be 
made? What evils arise if the teacher is unjust? How can he 
avoid injustice? What evils if he is sour and morose? What shall - 
a teacher do if he is very much provoked? What are some of the - 
ways in which he can save annoyances ? Ser 


Fourth Day. 


What is punishment? Why is it sometimes necessary? What 
punishments are proper? What are improper? Illustrations. 

What is corporal punishment? Do the courts uphold it? What 
limitations do they put upon it? Is it proper? Why? May it be 
a kindness to inflict corporal punishment? Illustrations. What 
cautions in inflicting corporal punishment? How may punishments 
that are proper in themselves become improper? Illustrations. 
What about sarcasm and ridicule as punishments? What about 
demerit marks? : 


Fifth Day. 


What evils if the teacher is not master of his school? Is govern- 
ment in school a means or an end? How much government should 
there be? Why? What should good government lead to? What 
evils if the teacher is untruthful? What are some of the ways in 
which teachers are untruthful ? 

What is an “issue” in school government? How are issues some- 
times provoked? Can they always be avoided? _What then?  Illus- 
trations. What evils if the teacher is vacillating? Illustrations. Is 
there any reason why pupils should ‘‘tease” the teacher? How can 
it be prevented ? 

How important is it that a teacher should govern himself? What 
is implied in self-government? How can the teacher gain the power 
to govern himself? 


FOR THE HIGHER GRADE. 


| Qualifications of the Teacher. 
First Day. 


How necessary is a good teacher to a good school? What is the 
greatest need of our schools? How great is the teacher’s responsi- 
bility? Why is it so great? How deeply should the teacher feel his 
responsibility? How may this feeling do him good? How may it do 

him evil? 

What motives should prompt the teacher to take up his work? 
What improper motives may influence him? Is the expectation of 
pay a proper motive? How may it be abused? Why should a good 
teacher insist on a fair compensation? How much is a poor teacher 
worth to his school? Can you determine just how many dollars a 
teacher’s services are worth? Why? Like what other services are 


8 


the teachers’ in this respect? How, then, shall we determine how 
much the teacher ought to receive? Illustrations. Give reasons pro 
and con, respecting the policy of giving pensions to superannuated 
teachers. 


Second Day. 


What do you mean by “aptness to teach’? Is the best scholar 
always the best teacher? What are some reasons for this? Ilus- 
trations. 

Is a good physical constitution of much importance to a teacher? 
How does ill-health specially unfit a teacher for his work? Why is 
the teacher’s work peculiarly trying to his health? What ought the 
teacher to do to preserve his health? As many illustrations and 
particulars as you can give. What are some of the common ways 
in which the teacher fails in carmg for his health? 


Give some of the mental characteristics which a good teacher 
must possess. Some of the moral qualities. 


Third Day. 


Are teachers generally well prepared for their work when they 
begin? Why is this so? Is it possible to make special preparation 
for teaching, before one takes charge of a school? In what ways 
can it be done? (Give as many as you can.) If one who begins 
teaching without preparation becomes skillful at last, where does he 
acquire his skill? At whose expense has he gained it? Could he 
learn a trade in this way? Why is it not done? Does it follow 
that one who knows a subject well can certainly teach-it well? 
What else must he know? Illustrations. How should a teacher’s 
knowledge of a subject—arithmetic for mstance—differ from that of 
one who merely wishes to make a practical use of his knowledge ? 
Illustrations in regard to other subjects. 


Fourth Day. 


What are habits? How important are they as related to char- 
acter? As related to efficiency? How are good habits formed? 
Bad habits? Are the teacher’s habits of special importance? Why? 
Illustrations. 

What about the teacher’s habits in respect to dress? To personal 
cleanliness? ‘To personal adornment? ‘lo manners?  'T'o positions ? 
To movements? If a teacher has bad habits in any of these par-- 
ticulars, how can he overcome them? Illustrations. 


What intellectual habits should belong to the teacher? What is 
the special importance of each? 


What moral habits should the teacher possess? What disastrous 
results are likely to follow if he lack any of these habits? Full 


- qllustrations. 


Why should the teacher be a Model in all respects? Why will a ° 
defect in a good, strong teacher be likely to work more harm than 
the same defect in a poor, weak teacher ? 


fifth Day. 


If the teacher is well prepared when he begins his work, is there 
need of further preparation? If a teacher finds, on beginning his 
work, that he has a good degree of aptness to teach, how should 
that influence him in respect to continued preparation? Should a 
‘teacher make special preparation on every lesson, however familiar ? 
Why? In what should such preparation consist? Ilustrations. 

If a teacher makes. no professional progress, can he remain 
stationary? Why? Can a teacher continue to increase his knowl- 
edge in the common branches of school study? Illustrations. Why 
is it important that a teacher should know much more about a 
subject than he has occasion to teach? Why is it important that a 
teacher should be an earnest student in some other subjects than 
those he teaches? What means has the teacher for contimued pro-— 
fessional growth? What should we think of a lawyer who has no 
law library? Who takes no professional periodical? How many 
teachers in Ilinois keep. up-a course of professional reading? What 
advantages to the teacher from attending professional meetings ? 
Can he afford the expense of these things? 


ELEMENTS OF PSYCHOLOGY. 


First Day. 


What is Psychology? From what sources may it be studied? 
Do we know what the mind is? What can we know about it, then? 
What do we mean by a law of the mind’s growth? Of the mind’s 
action? Are all minds alike? Are any two alike? How then can. 
we speak of the laws of the mind? How can there be a science of 
Psychology ? 

Does the mind consist of parts? Has it organs? What is a 
mental power? A mental faculty? Name as many distinct mental 
powers as you can? Are some powers good, and some bad? Is 
any sound mind destitute of any mental power common to man? 
Are these powers all of the same degree of strength? Do they all 
develop with equal rapidity? Can education give the mind any new 
power? How does any mental power gain strength? What powers 
develop earliest ? 


Second Day. 


What do you mean by the intellect? What by the sensibilities? 
What by the will? Illustrations. What general powers that do not 
belong exclusively to any one of these three grand classes ? 

What are the Perceptive or Presentative Powers? Do they de- 
velop early or late? How do you know? Describe the five senses, 
and tell something of their way of acting. How can the sight be 
trained? Illustrations. How can the hearing be tramed?  Illustra- 
tions. How do we retain what the senses give us? What uses can 
we make of it? Do we get all knowledge through the senses? 
What is meant by the Intuitive Power? Name some ideas that 
come by intuition? What do you mean by this? What truths can 
we know by intuition? Illustrations. 


10 


Third Day. 


What is memory? How early is it active? What kind of mind 
should we have without memory? Can memory be abused? Can 
it be neglected? Illustrations. Give some rules for the right use 
of memory? What is the imagination? Does it develop early? 
What:are some of its most important uses? How is it often 
abused? Illustrations. Show. how the imagimation may be used to 
aid in teaching each of the common branches? ‘To aid in govern- 
ing and in forming character ? 


What is the Reflective Power? Why so called? Does it develop 
early? Do we ever attempt to cultivate it too early? Illustrations. 
What harm results? What is reasonmg? What can we learn by 
reasoning? Can we discover any new.truth by reasoning? At what 
age should we begin to cultivate the power of reasoning? How can 
it be done? Illustrations. 


Fourth Day. 


In what directions should the child’s love be cultivated? How will 
this affect his intellectual work? How can the teacher gain the 
child’s love? Is this important? Why? Is the child’s power to 
hate of any use? Illustrations. What is.the power of admiration ? 
How does it affect. one’s character? What do you mean by the 
power of reverence? What should we revere? Does this power 
need cultivation? What is conscience? How may its power be in- 
creased? Should we always obey conscience? What is the relation 
of conscience to morality ? 


What is the will? Is there any danger of too iad will power ? 
To what should it be subject? How may the child’s will be culti- 
vated? Should it ever be “broken?” What evils from a weak will? 
Illustrations. 


Fifth Day. 


What is the power of Attention? Can any mental work be per- 
formed without attention? Illustrations of ways in which this power 
may be cultivated. Illustrations of ways in which it is often weak- 
ened. How can you gain the attention of a little child? How that 
of a man? 

What ought education to do for the mental powers? Why is it 
particularly necessary that the teacher be acquainted with psychology ? 
What do we mean by a knowledge of “human nature”? Is that the 
same as the knowledge of psychology ? 

Give all the marked peculiarities of “child-nature” that you can. 
How have you learned them? What are some of the respects in 
which these things change as the child grows older? Does the pri- — 
mary teacher need as thorough a knowledge of human nature as the 
teacher of older persons ? 

How can you improve your knowledge of the nature of children? 
Is it important that you should do so? Why? 


a 


11 


SOME PRINCIPLES OF MIND-ACTIVITY AND MIND-GROWTH. 


1. Heraura. 


_ The mind cannot do its best work unless the body and brain are 
in good condition. 


2. \ ATTENTION. 


No mental activity is of any value without careful attention to the 
matter in hand. 


3. SELF-ACTIVITY. 


_ There is no way in which a mind can increase in knowledge or 
m power except by its own activity. 


4, GRowTH. 


Mental acquisition and mental power, or skill, are forms of 
growth; and all growth requires time. 


5. Onriarmyn or Ipmas. 


-Ideas and thoughts are never conveyed from one mind to another ; 
they are formed or awakened in the mind where they exist. 


6. THe SEnNsEs. 


The mind gains the crude material for all it knows or thinks, 
through the use of the senses. 


1.) ebABIT 
Neither knowledge nor skill is really ours till it has taken the 
form of habit; frequent repetition tends to produce a habit. 


8. EXPRESSION. 


One can express intelligibly what he understands clearly; one 
cannot express clearly anything that is not clear in his own mind; 
the attempt to make a clear statement tends towards clearness of 
— thought. | 


SOME CHARACTERISTICS OF CHILDREN. 


1. ATTENTION. 


The attention of children is intense but volatile; they have little 
or no power of voluntary attention. 


12 


2. Tue SENSES. 


The mental activity of children is chiefly shown in the use of 
their senses. 


3. Muscunar ACTIVITY. 


Children delight to use their muscles, when they can use them 
according to their own will or fancy. 


4, ImrraTtion. 


Children have a strong propensity to imitate, especially in things 
that please them. 


5s0 Parra, 


Children instinctively believe what is told them, especially if told 
by one whom they esteem. 


6. CuRIOosIry. 


The curiosity of children is very active; but, for the time being, 
it is easily satisfied on any one point. 


7. Memory. 


Children remember well what they understand clearly, and what 
they have an interest in. 


8. IMAGINATION. 


Children delight in the play of the imagination; a fact of which 
the teacher may make good use, both in teaching and in governing. 


These principles are suggested for discussion, and application to 
the work of the school-room. Let their truth be investigated and 
verified ; then trace their bearing on school work. 


For instance, in respect to the first one, draw from books or from — 
experience, facts which show how the bodily condition affects the 
mind-work. ‘Then show how this should guide to right habits in the 
teacher in caring for proper warmth, ventilation, attention to the 
wrapping of the little ones in the winter, in preventing undue ex- 
posure to the sun in the summer, violence in exercise, exposure to 
wet, etc., etc. 


Any eenone conductor can spend several lessons very profitably 
in this way. If more of the same kind of work is wanted, it is 
suggested that lessons in training the emotions, the conscience and 
the will, may be made very valuable. 


13 


LANGUAGE. 


Primary Division. 


ic 


Language has two forms, oral and written, and in both there 
ought to be training. 
The child is to be trained— 
1. To speak correctly. 
2. To write correctly. 
To do this: Let the language lesson follow closely the lines of 
the daily work in reading, writing and numbers. 


2. 


Let the oral training be given— 
1. By easy and natural conversations. 
2. By a wise and judicious correction of oral mistakes. 


3. 


The written— 
1. By copying words and sentences. 
2. By filling blanks in sentences. 
3. By dictation. 
4. By making sentences. 
5. By combining short sentences. 
The teacher may know that the child has mastered the work by 
his rapid mechanical execution. 


4, 


A distinct perception of objects is the basis of the child’s language. 
Hence the instructor will find ample material for accomplishing the 
work, in familiar objects, in the reading lesson, in number work, and 
in children’s books. 


[HOW TO USE THIS PART OF THE SYLLABUS IN THE INSTITUTE. 


Let the teachers be called upon to give illustrations. Let them 
show how they would apply these principles in connection with the 
teaching of arithmetic, or reading, or any other subject which the 
children are studying. Let the members of the institute bring 


14 


stories which they think could be used in teaching children to speak 
correctly. Let them show how stories might be used. ‘This for par- 
agraph 1. | 

For paragraph 2. Give samples of the conversations that might 
be used. Mention some of the mistakes that children might fall 
into, and how they may be wisely corrected. 

For paragraph 3. Give illustrations under each of the five heads. 

Notice the statements in paragraph 4, and be prepared to give 
reasons for them or against them. Kemember that this entire syl- 
labus of language work is meant to be only suggestive.| 


LANGUAGE. 


Intermediate Division. 


i 


The aim is to increase the child’s vocabulary and to make him 
efficient in its ready and accurate use. 
As in the preceding grade, let the work be mainly along the lines 
of the daily exercises. 
uy 
Conduct the oral trainmg— 

1. By conversation about objects, incidents, and the diffi- 
cult words and phrases in the reading lesson. Lead 
the pupil to express the proper relations of such ob- 
jects, mcidents, words and phrases, not of only the 
prominent ones, but also of the less important, to 
some extent. 

2. The lessons in geography, arithmetic and history should 
be made to contribute their share to language cul- 
ture. Lead pupils to talk freely and naturally in 
every recitation. 


3. 


The written work may be conducted— 
1. By dictation. | 
2. By reproduction. 
afte ( 1. Social forms. 
3. Py letter Writing. } 2. Business forms. 
4. Bills, notes, receipts, accounts. Insist on correct spelling. 


4, 


Suggestions: In the primary and intermediate divisions the 
language lesson should be connected with the reading. The time of 
one reading lesson each day might be -given to special language 


15 


drill. Or the two exercises may alternate. In such cases the 
language study of a lesson should precede its study as a reading 
ean The same might be done with arithmetic, geography and 
_ history. 


[HOW TO USE THIS IN THE INSTITUTE. 


Paragraph 1. Illustrate. How will you know what the child’s 
present vocabulary is? Ought the teacher to know this? 

Paragraph 2. Notice carefully the different items mentioned here 
and give illustrations of each. 

Paragraph 3. Give practical illustrations of each of the directions 
here given. 
Paragraph 4. Illustrate each point. | 


READING. 


The Furst Reader. 


1; 
The work to be done includes— 
r 1. Reading. 
2. Spelling. 
3. Pronouncing. 
4. A study of the diacritical marks in the reader. 


2s 


As helps, the teacher may use— 

Charts, printed or made by the teacher. Blackboards. Letter 
blocks. Slates. Cards. Picture cards. Dissected alphabets. Paper 
and pencils. Pens and ink. (Use script letters from the first.) 
Pictures. Juvenile papers. Supplementary reading. 


3. 


There are various methods of teaching the beginner to read— 
1. The word method. 
2. The phonic method. 
8. The sentence method. 
4, The alphabet method. 
Let the institute instructor point out the merits and defects of 
each of these methods. 


4, 


It is a fundamental principle that— 


The thought must precede the expression. New words, before un- 
known to the pupil, ought to be mtroduced, but in such connection 
with words understood by him, that a little thought will enable him 
to get their meaning. 


16 


The teacher must know the extent of the childs vocabulary. 
The written word must be a symbol for the word which the pupil 
speaks and knows. 


D. 


The work may be tested by— 

Reading in the class. Reading simple stories which embrace the 
words already used, the words being put into new connections. Let 
the pupil tell with his own words the story which he has been 
reading. Write stories on the blackboard before the class and let 
them read. 

6. 
Additional suggestions— 

Let the pupil learn to construct sentences and to relate stories. 
Let this be done orally and also in writing. Let care be taken 
about capitalizing, punctuation, spelling, and incidentally the right 
forms of the letters. Let the stories be an expression of the pupil’s 
own thought and the result of his own observation. Let the pupils 
be trained to accuracy and truthfulness in observation and in state- 
ment. A story that claims to be a statement of facts ought to be 
rigorously true, but others may be introduced which appeal to the 
imagination and which the child produces from his own imagina- 
tion. Dictation exercises can be made very useful. The pronounc- 
ing and spelling of words ara not only useful but necessary. It is 
well occasionally to have the use of the diacritical marks stated. 
Let the pupils be encouraged to. ask questions and to talk. 


T. 
Practical directions— | 
Let the practice of distinct articulation and of correct pronunciation 
be insisted upon from the beginning. Avoid mumbling. Avoid 
Jragmentary utterances. Avoid the clipping of words. Cultivate 
fullness and agreeableness of tone. Cultivate naturalness. 


‘HOW TO USE THIS IN THE INSTITUTE. 


Paragraph 1. Show how each of the purposes can be accomplished. 

Paragraph 2. Carefully consider each item and give your views 
on each. Show what can be used for supplementary reading. 

Paragraph 3. Carefully consider as before each of the methods. 
State which is the best and why. Can two or more of them be use- 
fully combined ? 7 

Paragraph 4. Illustrate the statement here made, and show its 
pute or otherwise. How many, and what words do your pupils now 

now ? 

Paragraph 5. Let the teachers bring in some stories as illustra- 
tions of the fit ones to be used, and let them show how the words 
may be taken and put into new connections. 

Paragraph 6. Illustrate as before. 

Paragraph 7. Study the practical directions. Show what each of 
them means. 


17 
SECOND READER. 


f. 


Lists of words for pronouncing and spelling are very useful. In 

- connection with them the diacritical marks ought to be noticed and 
understood. 

Let the pupil make oral abstracts of the stories told. Also written 

abstracts. 


2. 


The writing of stories should be continued. The dictation of son- 
tences and short stories by the teacher to be reproduced by the 
pupil have been found of great use. It develops quickness and. ac- 
curacy of mental conceptions. If the child is to reproduce a story 
which is dictated to him, he must seize the meaning of it as the 
teacher talks. 


Oo. 


‘he describing of pictures and of the objects represented in them 
is an excellent exercise. Let the child tell what he sees in the pic- 
ture, and also what the boys, girls, or animals represented seem to 
be doing. 


4. 


Answering questions either orally or in writing. Let the sentences 
used by the child be full, complete. Let the questions be so framed 
that the forms of the answers must be the pupil’s own. The pur- 
pose of this is to accustom the pupil to the construction of sentences, 
right punctuation, capitalization, ete. 

But questions may and ought often to be asked involving less for- 
mality m the answer. 


5. 


Let the work be full of life. Let all the sounds in the words used be 
made audible. Avoid indistinctness. Avoid unnatural loudness. Require 
the right use of emphasis and inflections. Durect the use of the vorce so 
that the organs of speech shall not be subjected to undue strain. 


{Let the institute deal with each paragraph under “Second Reader’ 
according to the directions given under “First Reader.” The syllabus 
is meant simply to suggest work, and not to furnish all needed in- 
formation. | 


m0 


18 


THIRD READER. 
1. 


Selections for this grade ought to be written in good English. 
School books should never lead pupils into vicious habits of speech. 
The selections in school readers ought, on the contrary, to accustom > 
them to accurate and approved forms and constructions. Slang, 
which in much of the talk and writing of the day, seems to be 
usurping the place of good English, ought not to be tolerated in 
books intended for children. 


fay 


The moral teaching of the lessons ought also to be an object of | 
solicitude. Literature, whether intended for old or young ought 
always to be the hand-maid of virtue. ‘The selections used ought, 
therefore, to be manly and clean, and their tone ought to be cheer- 
ful and encouraging. The general drift of all that is read in school 
should be helpful in promoting all that is excellent in conduct and 
character. Among other virtues, kindness to animals ought to be 
illustrated. This will accomplish more good than formal lectures on 
moral duties. 


ay 
Dullness in the reading book ought to be avoided. It is an in- 
vincible hinderance to mental progress: 
ede 
It is also wise to use selections which contain useful information 
concerning animals, and birds and. other objects and topics. 
5, 


The directions already given in regard to the thought of what is 
read, and in regard to distinctness of utterance, naturalness, vigor 
and animation in the reading exercise need to be observed here. 


6. 
In this grade too, the pupil may begin the consultation of books 
of reference. ‘The ability to do this well and successfully is an im- 
portant part of an education. And among the books that need to 


be continually consulted, and intelligently used, the English dic- 
tionary holds an important place. 


ADVANCED READING. 


1 


The great need in the teaching of reading is to make the exer- 
cise a genuine expression of thought and feeling. With this view it 
ought to be imsisted upon that the pupil shall understand what he 


19 


is to read. Not that every word which is used in the lesson shall 
be at the outset thoroughly familiar to him. The reading lesson 
ought to be a means of enlarging the pupil’s vocabulary. But the 
new and strange words that are introduced at any particular stage 
should be so joined with words that are well understood that the 
meaning of the new ones may soon be mastered. The introduction 
of such new words will make necessary a study of the reading 
lesson by the pupil. Such study ought to prepare him for the right 
expression of the lesson in the reading. 


2. 


A thorough understanding of what is expressed will go far towards 
guiding the pupil to the correct expression,—will go far towards 
making him accurate in the use of inflection, emphasis, force, 
volume, etc. But in addition to this he will need direction in the 
use of his vocal organs, and sometimes he will need to be guided 
as to inflection, emphasis, etc. It is not safe to assume that m 
these particulars the pupil, however well he understands what he is 
to read, is a sufficient guide to himself. 


3. 


One of the pre-requisites to a right understanding of the reading 
lesson is that the pupil shall feel an imterest in the subject of it. 
It is not easy to make children understand thoroughly, something 
which they care nothing about. Hence the necessity for reading 
matter that shall awaken the pupil’s interest. 


4, 


In the advanced classes the biographical, historical, geographical, 
and literary allusions or references must be considered. ‘This is 
essential to a proper understanding of what is read, and consequently » 
to a proper expression of it. By attention to this, also, the pupil’s 
mental culture may be promoted and his field of knowledge en- 
larged. In this way the reading may be ‘made, what it really 
ought to be, a means of the most effective mental culture. 


5. 


Another thing to be learned is the aim and drift of every selec- 
tion read. What was the author’s purpose in writing this selec- 
tion? If the piece is argumentative, what is he trying to prove? 
If it is of a hortatory character, what is he trymg to impress upon 
the minds of his readers? If it is didactic, what lesson is he striv- 
ing to teach? If it is an appeal to the imagination, what imagery 
- does he use, and how do the comparisons and illustrations tend to 
promote the object in view? 


6. 


In order to make the pupil’s apprehension of what he is reading 
more clear, let him consider the effect of it upon his own mind. 
-In-an argumentative piece like Webster’s address to the jury at the 


20 


trial of the Knapps, let the pupil state what it seems to him has 
been proved by the successive sentences. Let him suppose himself 
to have been on that jury, and ask him whether the argument 
would have been convincing to him. 


FORCE, SPEED AND PITCH IN READING. 
it 


Good reading is telling in the best way what the writer of the 
selection wished to say, and showing how he felt when he wrote. 

Select any passage of two or three paragraphs from the reader used 
in the institute, and illustrate this. Read the passage so as to show 
the thought and feeling. 

Will it make any difference how the words are pronounced? How 
rapidly they are spoken? Whether with a high or a low pitch? 
Whether in a loud or a soft tone? 


2. 


Find a selection in which anger is expressed. Find another which 
exhibits a spirit of kindness. Head the two and compare the read- 
ings. Suppose a young lady receives a beautiful vase as a present, 
and exclaims, “How beautiful! let me thank you.” Then suppose 
some one drops the vase and it is broken into fragments, and she 
exclaims, ‘How careless.” Note the difference in tone between the 
two expressions. aN be 


ies 


Notice that we may speak loudly or softly; slowly or rapidly; 
with a high or a low pitch. Call the difference between loud and 
soft speaking a difference in Force; and that between rapid and slow 
speaking a difference in Speed. Now find in the reader a passage 
that requires to be spoken with great force. One that requires to be 
spoken softly. One that requires to be spoken rapidly. One that 
requires to be spoken slowly. 


4. 


Make sure that the class can discriminate between high and low 
pitch and can pass in reading from one to the other. Notice natural 
illustrations of Pitch. How does the speech of a grown-up man 
differ from that of a woman or a little boy? How do the sounds of 
‘ a bass viol differ from those of a violin? How do the sounds of the 
bass strings of a piano differ from those at the other end of the in- 
strument? So that we have three kinds of differences in reading and 
speaking. There is difference in Force, in Speed and in Pitch. And 
these ought to be used as the sense requires. 


5. 


How will you ascertain, therefore, the kind of tones to be used in 
reading any selection, or the degree of rapidity with which it ought 
to be read? Does this involve any study of the reading lesson? 


21° 


Suppose you are reading a plain account of some unexciting event, 
such as an account. of the crops or the market reports, what degree 
of Force will be required? Of Speed? What Pitch? 


OE 


Suppose you are reading an account of the death of some little 
child, or the suffermgs of some one who has borne suffering patiently, 
or an account of some unusual exhibition of affection or kindness, what 
qualities must the reading have? 

Apply the same inquiry to expressions of joy or anger or indig- 
nation. . | 


iz 


In general name the kind of expressions that require much force 
or loudness. That require rapid speed. ‘hat require high pitch. 
Show what feelings require low pitch and slow speed. With inquiries 
like these study every selection that is to be read. 


8. 


Is it desirable, as a rule, that the voice in reading should be clear 
or husky, or that it be in a whisper? Are there ever cases that re- 
quire the whisper? If so, what ones? What kind of reading espe-. 
cially requires clear, soft, pleasant tones. 


INFLECTIONS. 


1, 


Listening to a person as he asks a question which can. be an- 
swered by saymg “yes” or “no” and then listening to the answer, 
we shall notice a change in the pitch of the voice in each ease. 
As a rule we say that the voice “rises” in asking the question and 


“falls” in answering it. Carefully observe this. How shall such a 


question be asked so as to express a simple inquiry? So as to ex- 
press impatience? Take the sentence, .“John are you learning your 


Grammar lesson?’ Suppose the questioner simply wants to know 


the fact, how will he’ask that question? Suppose that he thinks 
John has been idle and wishes to convey a reproof in the question. 
Suppose he is in doubt whether John has been studymg the 
Grammar or some other lesson. Notice carefully the change of 
pitch in each case and the word upon which it occurs.) 


2. 


Take the same course with the answers that may be made to this 


question. Suppose the answer is a simple “yes” or a simple “no.” 


Suppose John declares that he has already learned the lesson and, 
therefore, it does not need present study. Suppose he declares that 
he is engaged in some other occupation as writing a letter, ete. 
Notice in each case the peculiar turn of the voice in respect to 
pitch, and also the word upon which the turn is made. 


23 


3. 


As a rule, in stating anything that is important and that. we feel 
sure about or in expressing a determination when the mind is fully 


made up, we use what is called the Falhng Inflection; that is the 


pitch of the voice falls upon the appropriate word. ‘Take this; “A 
studious boy will learn.” “James, bring me the book.” “My son, 
you must not fall into bad company.” In each of these cases there 
may be some peculiar circumstance that calls for a modification 
of the Inflection and Emphasis. Let the tones’ be thoughtfully 
studied in each case. 


4. 


Take a sentence of some length, in which the main declaration — 


comes at the end, how will you read each of the clauses that pre- 
cede this main declaration? The following is a good illustration: 
“Because I have called and ye have refused; I have stretched out 
my hand and no man regarded; but ye have set at naught all my 
eounsel, and would none of my reproof; I also will laugh at your 
calamity; I will mock when your fear cometh.” What Inflections 
are required on the words “refused,” “regarded,” “counsel,” “reproof ?” 


5. 


Beside the Rising and the Falling Inflections, in which the pitch 
rises and falls upon the given word, there is also the  Circumflex, 
which involves both a rise and a fall. 

If the rise in the pitch comes last, it is called the Rising Circum- 
flex; if the fall in the pitch comes last, it is called the Falling Cir- 
cumfiex. The use of the Circumflex may be made very effective in 
expressing shades of meaning. 

Dr. Holmes, in his “One Hoss Shay,” says: 


“Eighteen hundred increased by ten, 
Handsome carriage they called it then.” 


Read this line so as to make it mean that the vehicle was enllote 


a handsome carriage in preceding times, and even as late as 1810. 
Read it so as to convey the idea that it never was called a hand- 
some carriage except at that time. A careful, practical study of 
Inflections is very necessary and productive of much good. 


EMPHASIS. 
1 e 


Listening carefully to a good reader, we notice that he makes 
some words more prominent than others, calling our attention to 
them in a special manner. Notice how this is done. What thoughts 
require to be thus made prominent? What of thoughts that are 
just introduced? What of thoughts that are m themselves im- 
portant? What of thoughts that are not important? What of 
thoughts that are introduced for the second or third time? What 
do you say of reading that is monotonous, that is, that gives all 
words the same degree of prominence ? | 


> 


23 
a. 


This prominence given to words is called Emphasis. One of the 
ways of accomplishing it is by speaking the word or phrase louder 
than other words or phrases. Are there other ways of accomplish- 
ing the same purpose? Is it possible to make a word prominent 
by speaking it more softly than other words? What use can be 
made of pauses in this connection? Suppose aslight pause is made 
before the word is pronounced and also after it, what effect will be 
produced? Is it possible to use inflections or changes in the pitch | 
of the voice for the same purpose ? 


3. 


One of the most common faults in reading is the neglect or the 
misplacement of emphasis. ‘This fault takes the life out of all 
reading. Mere loudness, indiscriminately used is not a help, but on 
the contrary a very offensive hinderance. 


PAUSES. 
+ 


What purpose do the little marks, commas, semicolons, periods, 
etc., that appear in books, subserve? Must the voice pause wher- 
ever one of these marks occurs? Must there be a pause in the read- 
ing sometimes where none ‘of these marks are found?  Llustrate 
both facts. 


as 


In reading what can you say about keeping the eye in advance 
of the voice? What benefit is secured by this habit? What danger 
from neglecting this? 


3. 


What kind of pieces require long pauses? Pauses of moderate 
length? Short pauses? Give illustrations of each. How do the 
pauses after emphatic words compare in length, as a rule, with 
those that come after other words? 


4, 


What can you say about pauses at the ends of the lines in 
poetry? Should they be all alike? What is meant by reading in 
the “sing song style”? Is that a pleasant style of reading? What 
ought to determine the length of the pause at the end of every line 
of poetry? Ought poetry to be read exactly as if 1t were prose? 
Ilustrate all these poits. 


24 


THE BAREFOOT BOY. 


in 


Blessings on thee, httle man, 
Barefoot boy with cheek of tan! 
With thy turned-up_ pantaloons, 

And thy merry whistled tunes ; 

With thy red lp, redder still 

Kissed by strawberries on the Ill; 
With the sunshine on thy face, 
Through thy torn brim’s jaunty CTace ; 
From my heart I give thee joy— 

I was once a barefoot boy. 


2. 


‘Prince thou art—the grown up man 
Only is republican. 

Let the muillion-dollared ride! 
Barefoot, trudging at his side, 

Thou hast more than he can buy, 
In the reach of ear and eye,— 
Outward sunshine, inward joy; 
Blessings on thee, barefoot boy! 


Oo; 


Q, for boyhood’s painless play, 

Sleep that wakes in laughing day, 
Health that mocks the doctor’s rules, 
Knowledge never learned of schools, 
Of the wild bee’s morning chase, 

Of the wild flower’s time and place, 
Flight of fowl and habitude 

Of the tenants of the wood ; 

How the tortoise bears his shell, 
How the woodchuck digs his cell, 
And the ground-mole sinks his well; 
‘How the robin feeds her young, 

How the oriole’s nest is hung: 
Where the whitest lies blow, 

Where the freshest berries grow, 
Where the ground-nut trails its vine, 
Where the wood-grape’s clusters shine; 
Of the black wasp’s cunning way, 
Mason of his walls of clay, 

And the architectural plans 

Of gray hornet artisans! 

For, eschewing books and tasks, 


a i , , 


25 


Nature answers all he asks; 
Hand in hand with her he walks, 
Face to face with her he talks, 
Part and parcel of her joy,— 
Blessings on the barefoot boy. 


4, 


O, for boyhood’s time of June, 
Crowding years in one brief moon, 
When all things I heard or saw, 
Me, their master, waited for. 

I was rich in flowers and trees, 
Humming-birds and honey-bees: 
For my sport the squirrel played, 
Plied the snouted mole his spade; 
For my taste the blackberry cone 
Purpled over hedge and stone; 
Laughed the brook for my delight 
Through the day and through the night, 
Whispering at the garden wall, 
Talked with me from fall to fall; 
Mine the sand-rimmed pickerel pond, 
Mine the walnut slopes beyond, 
Mine, on bending orchard trees, 
Apples of Hesperides! 

Still, as my horizon grew, 

Larger grew my riches too; 

All the world I saw or knew 
Seemed a complex Chinese toy, 
Fashioned for a barefoot boy! 


OD. 


O, for festal dainties spread, 

Like my bowl of milk and bread,— 
Pewter spoon, and bowl of wood, 
On the door-stone, gray and rude! 
O’er me, like a regal tent, 
Cloudy-ribbed, the sunset bent, 
Purple-curtained, fringed with gold, 
Looped in many a wind-swung fold; 
While for music came the play 

Of the pied frog’s orchestra; 

And, to light the noisy choir, 

Lit the fly his lamp of fire. 

I was monarch; pomp and joy 
Waited on the barefoot boy! 


6. 


Cheerily, then, my little man, 
Live and laugh, as boyhood can! 
Though the flinty slopes be hard, 





26 


Stubble-speared the new-mown sward, 
Every morn shall lead thee through 
Fresh baptisms of the dew; 

Every evening from thy feet 

Shall the cool wind kiss the heat; 
All too soon these feet must hide 
In the prison cells of pride, 

Lose the freedom of the sod, _ 
Like a colt’s, for work be shod, 
Made to tread the mills of toil, 

Up and down in ceaseless moil ; 
Happy if their track be found 
Never on forbidden ground; 

Happy if they sink not in 

Quick and treacherous sands of sin. 
Ah! that thou couldst know thy joy, 
Ere it passes, barefoot boy! 


—John G. Whattier. 


Questions on the “Barefoot Boy.” Is this prose or poetry? What 
is the general spirit of the selection? Is it harsh or gentle? Does 
it seem to favor artificial distinctions: among men? Is it m accord 
with American ideas ? 


iy 


John Greenleaf Whittier, sometimes called the “Quaker Poet,” 
lives at Peabody, Mass. He is reckoned as one of the best of Amer- 
ican poets. He was born in 1807, in Amesbury. 


yy 


The “grown-up man only is republican,’—not so happy as a 
prince. “Trudging,” walking steadily and heavily. What is meant. 
by the “million-dollared“? What has the boy that the “million- 
dollared” cannot buy? 


3. 


What is meant by the “sleep that wakes in- laughing day?’ By 
“health that mocks the doctor’s rules?” ‘“Habitude” means habits. 
What is meant by the “tenants of the wood?” What other name is 
here applied to the “tortoise,” the “woodchuck” and the "oriole ?“ 

What is meant by the “black wasp’s cunning way?” Why are the 
hornets said to have “architectural plans?” “Kschewing” means re- - 
jecting—having nothing to do with. 


4, 


Why is boyhood called a “time of June” rather than a time of 
March or December? What is meant by “plied the snouted mole 
his spade ¢ pee 

The “apples of Hesperides” were said to be of pure gold and of 
extraordinary size. “Horizon” means here that part of the world 
which the boy could see. 


OT 
B. 


“O, for festal dainties spread.” The author wishes that something 

might now taste to him as his bowl of bread and milk did in his 
boyhood. “Pied” means spotted. What is an vo Doe oF, Why 
does the author call himself a “monarch 2” 


6. 


What is meant by the feet “hiding in the prison cells of pride?’ 
By “treading the mills of toil?” ‘“Moil” means hard. and dirty 
work. What is “quicksand?” Why is sin compared to quicksand? 
ame the boy realize how happy his life is, while it is passing? 


1. 


Hducation is a progressive process. ‘he true teacher is continu- 
ally aiming at something beyond what has been attaimed or even 
what is now attamable. The selections for reading, therefore, should 
be a little above the student’s present attainments and _ his ’ present 
tastes. The fact that a boy prefers a dime novel to a poem of 
Lonegfellow’s is not a proof that the dime novel is the fit thing for 
him. His tastes as well as his intellectual perceptions must be 
elevated and trained. 


2. 


But this does not mean that literature entirely beyond his com- 
prehension should be put into his hands. That is sometimes done 
from the foolish desire on the part of parents and others to push 
pupils along faster than they are prepared to go. For a _ boy to 
commit to memory even the choicest literary selections, if the range 
of their thought is entirely beyond his comprehension, is not wise. 
Such memorizing is not altogether barren of good results, but the 
time can be very much more profitably employed. 

In short the selections used for class drill should be such that the 
pupil can, with reasonable labor, understand them, but not such as 
require no effort. 


SUPPLEMENTARY READING. 


A very important want to be provided for is the want of supplementary 
_reading. Such reading ought not to be supplied without thought. 
The teacher should give the matter his careful consideration. 
Teachers are respectfully referred to what is said under “Third 
Reader,” concerning the qualities required in reading matter. 

Supplementary reading should be m good English. 

Should have a healthy moral tone. 

Should be interesting and not dull. 

Some of it should contain useful information. 

Pupils should be required to read it well, distinctly and with 
proper expression. ; 


98 


DICTIONARY AND SPELLING. 


1. ORTHORPY. 


Institute instructors should illustrate by appropriate work the fol- 
lowing pomts and show how best to teach them: 


1. The tonic sounds, the letters which represent them, and the 
diacritical marks used in Webster’s Dictionary to indicate pro- 
nunciation. 

2. The sounds of consonants and the marks used to indicate 
them. 
: 3. The sounds represented in unaccented syllables and why they 
are generally unmarked in the dictionary. 
The distinction between letters and sounds. Letters repre- 
sent sounds. 

5. Syllabication and accent. 

6. Use of catch words at the top of the page in the dictionary. 

7. Synonyms. 

8. Derivations. 

9. The table of contents, or - what the dictionary contains. 

10. Meaning and use of the key and key words. 

1i. Abbreviations used in the dictionary. 

12. The modified key used with geographical names. 

13. Use of chart in teaching elementary sounds. 

14. How to prepare and use lists of words often mispronounced. 


Suggestions— 

Long and short sounds only to be taught in the Primary Division. 
Let the work be continued and completed in the Intermediate 
Division. A few minutes each day should be devoted to this work. 
Each inember of the institute should be required to pronounce’ 
aloud, a column of words in the dictionary and read all that is said 
about each word. “ 


Give the catch word on a certain page in the dictionary and require — 


teachers to prepare from memory, lists of words found on that page. 


Notice that change of accent changes the meaning of words. 
Write lists of words to illustrate. Show how we might correct our 
own faults in pronunciation. What rules of pronunciation should be 
studied? How to use word-lisis issued by superintendents.” Impor- 
tance of a common speech to us asa nation. Importance of teach- 
ing pupils to arrange words alphabetically. 

Hach »member of the institute should bring an academic dic- 
tionary. 


The a. 
on 
. * toe 
ec 


29 


2. ORTHOGRAPHY. | 

Lt. Define and illustrate its meaning. Distinguish between Or- 
thography and Orthoepy. 

2. Should spelling be taught as a separate branch? If not, 
show how it can best be taught in connection with (a) reading, (b) 
arithmetic, (c) geography, (d) history, (e) grammar. ‘To what classes 
of words in each branch should special attention be given? 

3. If taught as a separate branch, show how best to use the 
spelling book to secure (a) enunciation, (b) pronunciation, (c) syllabi- 
cation, (d) accent, (e) prompt recognition of words, (f) meaning of 
words, (g) word analysis, (h) correct spelling, by sound and letter. 

4. Relative value of oral and written spelling. 

5. The extent to which rules of spelling should be taught. 


6. Necessity of frequent drills on such primitive words as are 
frequently misspelled. 


7. Show that many derivative words are misspelled because of a 
lack of knowledge of the rules governing word-formation. 


8. Importance of drills on homonyms. How best to conduct such 
exercises ? | ; 


9. Value of spelling-matches. / 

10. In what grades can spelling be taught with best results ? 
Suggestions— | 

Call for the ‘‘Orthoepy,” then for the “Orthography” of a few 
words. Value of. pronouncing several pages in the spelling book 
each week, as review work. Value of pronouncing each lesson be- 
fore requiring pupils to study it. 

Value of pronouncing syllables in oral spelling. 

Value of copying lessons. 

The syllable next to the last is called what? 

The syllable receiving accent is called what? 

Show variety of ways of using spelling book. 


Show how to secure a variety of language exercises in connection 
with the spelling book ? 
- Orthography can be required only by careful study and continued 
practice. 

Reviews should be frequent and systematic. 

Train the eye to see every letter, in its proper place, while pro- 
nouncing a word. 

Word analysis as an aid to spelling. 

From the points outlined above, instructors should select, discuss 
and drill upon such as are most needed in any given county. Those 
points already understood and taught may be omitted. 


30 


PENMANSHIP. 


Good writing is so essential in the schools and in every day life, 
that a competent imstructor should be secured in every institute. 
He will be able to outline his subject and teach it much better than 
we can present it here. Hence we will make only a few sugges- 
tions : 

1. ‘Teach systematically. 

2. Teach analysis of letters and practice on single principles, be- 
cause many find it diffcult to form an exact mental picture of a 
letter. The close analysis aids in securing clear conception of form. 
It also gives a basis for discussions and criticisms by furnishing the 
technical language necessary. 

3. ‘Train in careful practice of the movements necessary to good 
and rapid writing. Do no slow, hasty, careless, scrawled work. 

4. A careful study of shading will make good writing more 
beautiful. 

5. In primary work, the form is the first requisite. Pupils should | 
be taught to follow the line carefully. Good writing without lines is 
the highest stép in the art. 

6. Do not allow children to scrawl on the blackboard or slate 
when writing lessons. Always require the best work. 

7. Writing on the blackboard without lines, and in a hurried, 
careless manner, will soon spoil the best scribe. How, then, does it 
affect children ? 

3 Do not have too much writing. Only as much as can be done 
we 

9. Remember, if your children write with slate pencil, lead pencil, 
crayon and pen, they must learn four separate methods. The fric- 
tion of the various instruments used is so different that the muscles 
require a separate training for each. 

In the writing exercise there is sometimes great loss of.time in © 
distributing. materials, ete. Every such loss of time should be care- 
fully guarded against, not only in this exercise, but in every other. 


ARITHMETIC. 
-FIRST YEAR—NUMBER WORK. 
A.—ScorpE. 
Mostly on numbers below 20. 
B.—Matt|r. 
1. Counting. 
2. Grouping. 


3. Hxpressmg by figures and signs. 
4. The order of succession in numbers. 
5. Applications. 


31 


C.—HE rs. 
1. Abacus or numeral frame. 
2. Corn, pegs, splints, weights, measures, ete. 
3. Marks made on blackboard. 
4. Words on charts. 
5. Letters in words. 
6. Actions—Pupil walk two steps, three steps, clap hands twice, 
ete. 
7. Blackboard, slate, paper, pencil, pen and ink. 
8. Various manuals. 


D.—GENERAL PRINCIPLES AND SUGGESTIONS. 


1. 
2. 


3. 
4. 
D. 


6. 
i. 


8. 


14. 


15. 


All exercises should be short and sharp. 

Pupils should express on slate or paper, in Hinthornatieal lan- 
guage, all the operations performed mentally. 

Neatness and compactness should be secured. 

An abundance of seat work is desirable. 

Pupils. should illustrate all such operations with corn, blocks, 
weights, measures, etc. 

The pupil should be directed how to make the Arabic charac- 
ters on slate and paper. 

Pupil should be taught to express each number by words, 
Arabic characters, and Roman numerals. 

The law ‘“‘From the concrete to the abstract” should be ob- 
served. 

Do not dwell too long on things, already known as well as 
the pupil can know them at this stage of advancement, but 
return to them again and again after an interval of time. 

Encourage the pupils to fill the slate or paper with original 
work. 

Secure a variety of number exercises which can be completed 
in one minute. 

In applications the reasoning required should be of the most 
simple kind and embrace “but one relation, and be mostly 
with numbers below 10. 

Do not use numbers, embracing more than two orders of 
units to express numbers, for addition or subtraction. All 
of addition is found in adding a single column. 

Teach facts useful to be remembered within these limits as: 
2 pints — 1 quart. 7 days = 1 week, ete. 

Secure accuracy, neatness and rapidity. 

Nott 1.—Institute Instructors should see that teachers under- 
stand and can explain the meaning of the above sugges- 
tions and how to use the helps. 

Nore 2.—In mastering and expressing numbers below 20, the 
child has the key to the Arabic Notation, but within. this 
narrow limit there must ‘be great variety. 


32 


SECOND YEAR. 


A.—Scopr. | 
Let the exercises be mostly mental and exemplify methods. 


12 


2. 


3. 


4. 


To secure accuracy and rapidity in fundamental operations; 
hence all the suggestions given for first year work apply to 
this with the addition of number work to 100, which em- 
braces all the combinations of the multiplication table to 10 
times 10. i 


To secure neatness and compactness in the forms in which work 
is expressed, and neatness in making figures with pen and 
ink. 


Variety of work for slate or paper to’ occupy pupils in their 
seat work. This should include the writing, | 


(a) of the equivalents of many of the common units of 
measure with their proper abbreviations, as: 24 hrs. = 1 da. 
etc. 


(b) of dollars and cents where the dollars are less than 100. 


(c) the neat tabulated forms of equal parts, as: 1-5 of $10, 
equals $2, etc. 


To secure in adding, subtracting, multiplying and dividing, the | 
naming of results only. 


If. 


INTERMEDIATE COURSE. 


A.—Let the drill work be largely mental and exemplify, 


1. How to use the text book in both the preparation of lessons 
‘ and recitation. 

2. How to secure the most simple and concise analysis in fun- 
damental operations of fractions. 

3. How to secure a perfect familiarity with the terms, sum, 
difference, product, quotient, ete. 3 

4. How to hold the pupil responsible for what the book contains 
on each subject. 

5. How to give, judiciously, supplementary work after the sub- 
ject has been mastered from the text book. 

6. Variety of ways of reciting from the open book. 

7. How to secure the expressing of entire solutions of easy ex- 
amples in mathematical language before obtaining any 
numerical results. 

8. How to secure rapid combinations of abstract numbers by — 
means of drill tables. 

B.—HE tps. 


The various beginners’ books in Arithmetic and Manuals of Ele- 


mentary Instruction. 


33 
EEG 


ADVANCED COURSE. 
Marrer. 


This embraces the work usually found in the Practical or No. 2 
Arithmetics, viz: 
Fundamental rules. 
Properties of numbers and. factoring. 
- Fractions. 
Decimals. 
Mensuration, embracing, 
(A)—Lines, perimeters, etc. 
(B)—Surfaces, including lumber and estimates used in shingling, 
painting, fencing, lathing, plastering, carpeting, sidewalk 
laying, etc. 


(C)—So.ips : 


Stone work. 

Brick work. 

Excavations. 

A cord of stone. 

A perch of stone. 

. A cord of wood. 

(D)—HEstimates and measurements of things sold by weight. 
1. Pounds in a bushel of the various articles sold by the bushel. 
2. Cubie inches in a bushel. 

3. Ratio of a cubic foot to a stricken bushel. 
4, Ratio of a cubic foot to a heaped bushel. 


So ant me 


hla ae 


(E)—GovernmentT Lanps. 


1. Base line. 

2. Principal meridian. 
3. ‘Townships and how designated. 
4. Ranges and how designated. 
5. The section and its sub-divisions. 


(F')—Prrcentace, including: 


1. Interest. 

2. Discount. 

3. Bank discount. 

4. ‘Trade discount. 

5. Partial payments. 

6. Commission. 
(G)—Proportion and compound proportion. 
-(H)—Square root and applications. 
(1)—Cube root and applications. 
(J)—Straight line analysis. 


MernHops. 


The drill should exemplify methods. _ 
1. To secure, mentally, familiarity with fundamental operations 
in fractions, decimals, proportion and. percentage. 


—3 


34 


2. To enlarge the pupil’s ability to express solutions without ob- 
taining numerical results, thus preserving intact all the ele- 
ments of the problem. 

3. ‘To secure neat and compact forms for work under each rule. 

4. ‘To fix in the minds of pupils definitions, general principles 
and rules, and the necessity of having this work done thor- 
oughly well. 

5. Of teaching business forms, as: notes, drafts, checks, bills of 
sale, letters of credit, coupon bonds, trade discount, ete. 

6. Of securing the use:of the text book in reciting the oral work 
usually given in connection with each subject. 


Notr.—It is the province of the institute conductor to illus- 
trate the above points by using the methods he has found 
most successful i securing the named result. 

It is suggested that it will be well to call on the more ex- 
perienced teachers to show the methods on these points 
which they have used most successfully. 


GEOGRAPHY. 


PRIMARY WORK. 
Furst Day. 


Drrection.—Find North. Fix a north and south lne m the 
school-room, or out-of-doors, or both. Define East, South and 
West, and the four half-way points. 

Exercise pupils in facing, pointing and marching in these several 
directions. Let them “bound” the desks in the school-room. Let 
them give relative directions of objects in the poghbosios, the 
course “of the roads, streams, etc. 


Second Day. 


Distance.—'l'each, from actual measurement, the inch, the foot, 
the yard, the rod, and review the tables of the same—use rules, 
measuring tapes, etc. 

Exercise pupils in estimating lengths and distances. 


N. B. Test each estimate by careful measurement. Require the . 
drawing of lines of specified lengths—carefully test the accuracy of 
all the work. Call attention to a piece of road in the neighborhood, 
a half-mile or a mile in length. 


Third Day. 


A Map.—Make a careful measurement of the school-room, deter- 
mine a scale, and make a plan or map of the room according to 
the scale. re. j 

N. B. Select a blackboard, on the north side of the room, for 
the map. Locate the desks, stove, etc., properly on the map. 

Give exercises on the map, in direction, distance, and bounding. 


Fourth Day. 


ANoTHER Map.—As before, measure and make a map of the 
school-yard, or the neighboring field, or two or three “blocks” in the 
town or village. Give exercises as before on this map. 


Fifth Day. 


Procure a map of the village er township, and give exercises upon 
it-as before. If no such map can be had, make one. 


Norr.—lIt is of great importance to have a class of the right age 
_ present, at least a part of the time, and to conduct the exercises 
suggested with the children. Let the conductor, also, exercise the 
class of teachers on all the points sug Bee eit 


SECOND YEAR. 
First Day. 


Review the map of the neighborhood, the village, or the town- 
ship. Study the productions, agricultural and other. Call atten- 
tion to some of the most common. facts of chmate, note any 
minerals found in the vicinity, also the trees and wild animals, in- 
cluding birds, and explain their uses. Study the occupations of the 
- people—farming, manufactures, trade, etc. Note the political and 
social arrangements, civil officers, schools, churches, societies, ete. 


Second Day. 


Study the county. Make or get a map of the same. Locate on 
it the townships, rivers, hills, railroads, ete. Give copious exer- 
cises, with children, or with the teachers, or both. 


Third Day. 


Explain what is meant by a “township,” how they are designated 
by ‘‘number and range,’ low: divided into sections, how the sections 
are numbered, and how lands are described and recorded. Give some 
facts of township and county government. 


Norr.—Distinguish between congressional townships, which are also 
school townships, and the civil towns (also called townships) in 
counties under township organization. Note also the difference be- 
tween the organization of the school township and the civil town (or 
township). 


’ Fourth Day. 


Study the State. Make an outline map of the same; do not make 
it too full, but show the principal rivers, towns and: railroads. Study 
the boundaries of the State and county, the course of the streams, 
the connections of the railroads, ete. 


36 


Fifth Day. 


Give some of the principal facts about the productions and busi- 
ness of the State. Give an outline of its government, a few of the 
leading facts of its history, ete. 


N. B.—Some of this work at least should be done with a class of 
children of the proper age. 


FOR THE HIGHER GRADE—FIRST YEAR. 
Furst Day. ; 


_ Study the earth as a body, note its size and shape. How long 
would it take to walk around it, traveling three miles an hour, ten 
hours a day? Note the continents, oceans, and five or six of the 
largest islands. Fix their position on the globe, and in relation to 
each other. Bound them. Study briefly the shapes and relative 
sizes of the several continents. Use a globe in this work, if one can 
be obtained. But take care that the pupil shall conceive of the 
- globe as a representation of the earth, and not as the ultimate ob- 

ject pee If a globe cannot be had, use a foot-ball or a pumpkin | 
instea 


Second Day. 


Tracing Lessons on the Map—Take up the study of some map, 
and show how to learn localities from it in such a way as to join 
capes, islands, rivers, mountains, countries, cities and towns into 
one whole. For this purpose let the teacher assign the lesson very 
carefully, in a regular order, indicating everything he wishes the 
-pupil to learn. As a sample, after bounding the United States, 
give a map lesson, beginning at the eastern boundary of Maine. 
Note Passamaquoddy Bay, St. Croix River, Grand Lake, Eastport, 
Frenchman’s Bay, Mt. Desert Island, Penobscot Bay, Bangor, Mt. 
Katahdin, Chesuncook Lake, Green Mountains, Belfast, Rockland, 
Kennebec River, Augusta, Waterville, Moosehead Lake, Green 
Mountains, Androscoggin River, Lewiston, White Mountains, Um- 
bagog, Green Mountains, Casco Bay, Piscataqua River, Portland, 
Saco River, Biddeford, White Mountains, Portsmouth, Dover, Great 
Falls, Merrimack River, Newburyport, etc. 

The order in which the map should be traced will here appear, as 
will the. connection of the several things to be learned. Be sure 
that each word can be spelled and pronounced correctly. 


Third Day. 


Require the lesson previously assigned to be recited promptly, 
accurately, exactly. Then another lesson may be assigned in a 
similar way, going on from Newburyport, as before. Let some facts 
be given—only a few—about some of the places. ‘Take special pains — 
to associate a few important historical facts with the places. , 

Require the pupils, by rapid sketches on the blackboard, to show 
the shape of the rivers and coast, and the relative situation of 
places. Use every effort to have the pupil see with the “‘mind’s 
- eye,” through the map, the rivers, mountains, towns, ocean, etc. 


37 


Give a similar lesson on Illinois, beginning at Cairo, and going 
first up the Ohio, and then up the Mississippi. These lessons may 
stand as types of all lessons for fixing places on maps. 


Fourth Day. 


Study of the Continent of North America as a whole. Draw its 
outline. Sketch in the mountain chains, the great rivers, and the 
lakes. Note how the rivers ‘‘head” at certain centers, as at the 
Wind River Mountains, the neighborhood of Pike’s Peak, etc. Study 
the great divisions of surface, the eastern slope, the Appalachian 
System, the Central Plain with its three divisions, the great plateau 
supporting the Rocky Mountains, and the Pacific Slope. Let sketches 
be made by teacher and pupils, showing by a few rapid, bold strokes 
what has been studied. A wall map, colored to show different ele- 
vations, should be used. The continent may now be moulded, if a 
moulding-board and sand can be obtained. ‘The pupil should pre- 
pare to make a well-executed, finished map of what he has learned. 
This lesson may stand as a type of the study of a contiment, or of 
any large body of land. 


N. B.—Perhaps this lesson would better precede the one last given. 


Fifth Day. 


Make a scheme for arranging all the information gained about any | 
continent or country that is studied, under the appropriate topics, 
arranged in logical order. 


Perhaps the following is as good as any: 


1. Situation, size and and shape. 
2. Surface and waters. 
3. Chmate and soil. 
4. Natural products, minerals, lumber, etc. 
5. Industrial products of the farm, - 
N poswegann ie ; of the manufactory. 
6. Commerce. 
Governmental, 
Their number, | Religions 
7. The people, < Their origin, | Niducational, 
Their institutions, 4 Cuaritable, 
Penal, ete. 


8. Main facts of history. ures 
9. Miscellaneous matters, natural curiosities, etc. 


No matter from what source the information is obtained, by means ts 


of such a scheme it may be arranged in a methodical and logical 
manner. , 

MATHEMATICAL GEOGRAPHY. 
Furst Day. 


Define thoroughly, sphere, plane, surface, circle, circumference, 
diameter, meridian, parallel, axis, etc. Give ‘these definitions exactly 
as they are found in Geometry. 


Second Day. 


The definitions need to be thoroughly reviewed, and many exer- 
cises should be introduced to see that all minds have formed true 
conceptions; it is not enough to give the set words of the definition 
glibly. Circles are planes, not lmes. Circles go through the earth, 
not round it. Latitude is measured on the circumferences of the 
equator and the parallels, the circumference of the parallel of 60 
deg. contains just one-half as many miles as that of the equator. Use a 
globe in teaching these matters. 


Third Day. 


Give carefully five or six reasons for considering the earth as a 
sphere. Show by calculation that the mountains make the surfaces 
less rough than the rind of the smoothest orange. 


Give four reasons for believing that the earth is a spheroid, .in- 
stead of a perfect sphere, slightly flattened at the poles. Give the 
_-amount of this flattening. Show by calculation that it would amount . 
to less than one-fifth of an inch on each side of a globe ten feet in 
diameter. 


Fourth Day. 


Show the position of the earth’s axis in respect to the plane of the 
orbit. Let it be seen what would be the effect on day and night 
and the seasons, if the axis were perpendicular to the plane. Show 
how the axis is declined from the perpendicular. Show how it is 
“always parallel to itself.” Show how this inclination determines 
the tropics, polar circles and zones. On what condition would the 
temperate zones be 30 degs. wide? On what condition would they 
disappear, etc. ? 


Fifth Day. 


Explain now the peculiarities of day and night. Why the days 
and nights are always equal at the equator. Why they are every- 
where equal at the time of the equinoxes. Why the sun “runs high” 
in the summer. Why he shines into the north window morning and 
evening, etc. 

Explain the phenomena of the seasons. Show why the heat of — 
summer and the cold of winter are greatest after the tropic 1s passed. 


In explaining some of these phenomena, drawings or apparatus 
may be used with profit; but no one ever thoroughly understands 
the subject till he can see the relations of things by a pure act of | 
the mind’s power of conception. 


Ig this a subject for little children? Should it come in the primary 
geography ? 


39 


ZOOLOGY. 
OssEcTs— 


1. To secure a fair knowledge of the animals in the neighbor- 
hood, and, 

2. So far as circumstances permit, of other animals. 

3. ‘To cultivate the pupil’s powers of observation and description. 


Matrer— 


The covering of animals. 

The skin and skeleton. 

Locomotion. 

Food and how obtained. 

Digestion and absorption. 

Circulation. 

Respiration. i 
Nervous system. 

The special senses. 


Sete RLS ar eo eer 


MerrHop— 


To study by observation and comparison, noting similarities and 
differences. 


SuGGESTIONS— 


At first, study the animal kingdom as a whole, without reference 
to classification. Note seographical distribution. Note useful and 
hurtful animals. Write descriptions and comparisons. 


SpreciaL Toprcs— 


1. Many curious things can be learned by keeping jars of snails 
where they can be observed daily. 

2. Frogs’ eggs in development. 

3. The structure of a feather. 

4. Pass a knife between the valves of a fresh water mussel, 
cutting the adductor muscle. Open the shell and watch the action 
of the heart. Study the location and structure of the gills, mouth, 
stomach, intestines, heart and liver. Look for eye and ear. 

5. Study the metamorphosis of insects, as the caterpillar and the 
mosquito. 

6. Study the eyes of nocturnal animals. 

7. The claws of birds of prey. 

8. The eyes of snails. 

9. The manner of breathing in water in snails, and of progres- 
sion. 

10. The food of common insécts and the time of their appearance. 

11. So far as possible make drawing of the parts studied. Rough 
sketches will recall many curious things. 


40 


BOTANY. 
OpsECTS— 


1. To secure a general knowledge of the vegetable kingdom, by 
the study of plants: in a simple, natural way, by observation and de- 
scription. 


2. To acquire a command of the language of Botany. by using 
its terms constantly in oral and written descriptions of what 1s seen 
and learned. 


MatrrEr— 
Flowers: Parts, description and uses. Complete, perfect, regular 
and symmetrical. Ase 


1. Corollas—Monopetalous and polypetalous. Kinds of each. 
Flower stems and appendages. 


2. Inflorescence—Clustered and solitary, definite and indefinite. 
Kinds of clusters, spike, raceme, etc. 

Fruits: Relation to flowers. 

1. Pericarp—Simple and compound; dehiscent and indehiscent; 
fleshy, stone and dry. 

Leaves: Parts, venation, margins, bases, apexes, general form> 
arrangement on stem, leaf buds, and flower buds. 

Parts of the flower transformed leaves. The flower a transformed 
branch. 


Stems: Parts, how they grow, Gueeaan and direction of growth, 
structure, wood, exogens and endogens. 


Trees: Trunk and head. Compare stems and roots. Subterra- 
nean stems, how distinguished from roots? Rhizoma, corn, bulb, ete. 


Roots: Uses, classes and forms. 


Reproduction: From buds, slips, grafts, runners, creepers, suck- 
ers, ete. 

Germination and growth—Parts of the seed and uses. 

Experiments with seeds. 


MrtrHop— 


1. Teach from the subject only. 
2. Assign lessons, not from a text book, but from nature. 


NS SS 
cs. a - =, 


41 


3. Ask the class to provide themselves with Rte may be the 
topic of the lesson. Example: For the first, call for flowers, mak- 
Ing suggestions as to the kinds desirable to have. For the second 
topic under flowers, call for flower clusters. 


A Ask questions, the answers to which may be were in the spec- 
amens before the class. 


5. Cause the class to see what you see, and then give the tech- 


nical terms as needed, and afterwards use them in the conversation - 


and questions. 


6. Require the pupils to draw parts and to write what they see and 
earn. 


 SuacEstions— 


Begin with the flower because, at the institute season, flowers are 
plentiful and attractive. 


2. Many teachers begin Botany in the fall and a class can ee 
easily with the flower. 


_ 3. Botany may be begun at any time by taking each department 
im its proper season. ‘There is no beginning nor end to a plant’s 
life. It is a circle. 

‘A, Suitable flowers at this seAson for this outline are, the gera- 
nium, phlox, verbena, petunia, gladiolus, lily, etc. Avoid double or 
compound flowers. Explain that they are not suitable. 

5. In studying germination, plant beans and corn at intervals. of 
one or two days, in boxes in the windows of class-room. 

6. Have the lesson on germination when you have suitable young 
plants of different sizes. “Put some seeds to soak in warm water 


the night before and have them ready for class. 


7. When studying the structure of stems, use cross-section of 
woody stems and twigs, to show bark, layers of wood, etc. Use the 
corn for teaching endogens. 

8. From a stalk of corn bearing an ear and the remains of the 
tassel, you may show parallel-veined leaves, two kinds of flowers; 


pistillate, the silk; staminate, the tassel; bracts, the husks; 


monocotyledonous seeds, and exogenous stem. 

9, You may not finish each topic at a single lesson. The in- 
structor must determine the amount. Few classes can complete all 
the work in the time given to institutes, but some can, and others 
cannot continue the work at home, 

10. Use blackboard and crayon freely. Rude drawings will serve 


the purpose better, perhaps than finished ones. 


11. Encourage the class to talk; to tell what they find and to 


_ ask questions. 


12. The test is the interest Ba animation shown by the class in 


the work, and the correctness of the spoken and written language 


of the study. With plants in their hands more real science can be 


learned in an: hour’s conversation than in a week’s poring over books. 


To awaken enthusiasm is to be successful. 
13. Do not forget to require pupils to write out full and accurate 


- notes of all things learned. If necessary at first dictate until they 


~ learn how to arrange the work on paper. 


42, 


DRAWING. 
OnsJECTs— 


To teach drawing, 


Ly .T6 aid the teacher in teaching. To make it ‘a tool for the 
teacher’s use. 


2. To make it an aid to the pupil in study ina recitation. 
3. As a regular class exercise. 
4. As busy. work. 


MatrrER— 


Outline representations from flat copies and from objects. 


MrtHop— 


Teach drawing from the blackboard and from copies. 


NovTrEs AND SUGGESTIONS— 


Kach instructor of drawing has a system or plan of work, there- — 
fore much hesitancy is felt in suggesting an outline and methods. 
But the outline is made in consideration of the known needs and 
desires of our common school teachers. The work must have a 
reality, a life to both teacher and pupil. Geometrical figures common 
in drawing books, do not so appeal to many, therefore give few of — 
these. Draw what interests; that is forms of common objects. — | 


The teacher needs not only to be taught how to draw, but to have 
suggested to him what to draw and how to use these drawings. 


1. Bring the object before the class. Sketch on the board. Require 
the class to follow or repeat. 


2. Use as aids, lines, points, squares, circles, etc. Never have a 
ruler. A multitude of objects may be drawn within a square, or 
combination of squares. It may be made a foundation if desired. 


3. Sketch on the board outlines of objects that the teacher may 
need to use, and which caunot be presented to the class, and let 
them copy. This lst may be drawn: Square box, oblong box, 
round box, tin cup, dipper, mug, tea-cup, book, bottle, oil-can, 
watering- pot, flower-pot, table, window, door, hair- brush, knives, 
hatchet, ax, comb, pipe, key, spoon, basket, fan, hand- bag, sun- 
flower, leaves, etc. Fruits, as the apple, pear, melon, turnip, beet, 
potato, etc., etc. This list may be extended almost indefinitely. 


a 5 es | 43 


List of objects that may be copied from the flat—Animals, heads 
or entire, houses, pump, fence, flag, ship, tent, fences, birds, land- 
 seapes, etc. This list is also limited for want of space. Drill daily 
mm drawing lines, both straight and curved. Drill also in seeing. 
_ Few draw what they see, but what they think they see or what they 
remember. Try to interest. 


4 ANOTHER OUTLINE. 


~ The following presents a different outline for work in drawing, 
and conductors and teachers are invited to compare the two and 
to select for use that which seems best: | 


ae BEGIN WITH SOLIDS. 


A solid should be studied by touch, sight and arrangement. 


Ideas developed by such study should be expressed by making, 
drawing and language, oral and written. ‘ 


Nee ® 


The order of study should be— 


1. As a whole. 
2. As to faces. 
3. As to edges. 
4. As to corners. 


| Begin with the sphere, as that is the. simplest geometrical form, 
_ and one the children are familiar with. 


CUBE NEXT FOR CONTRAST. 


Teach that that part of everything we touch is called surface. Two 
kinds of surfaces, round and curve, and flat or plane. 

Union of surfaces from edges. | 

| Edges are curved or straight. 

4 Spherical objects have no edge, but outline. 


Outline is disappearance of surface. Children handle the solids, 
tell what they will do; as sphere will stand and roll. Cube will 
- stand and slide, etc. Teacher gives name of solid. Children model 
fat in clay. 


* Glay modelling is very valuable. It employs the activities of the 
“es child, developes the creative faculties, and impresses correct ideas 
By, of form on the mind. . 

oe _ Have children find surfaces, edges, outlines, etc., in the room, 
i and describe them. ; 
____Kidges and outlines may be represented by drawn lines. 


. Teach pencil holding, position and free arm movement. Good 
x habits should be acquired from the start. Give directions about 


sharpening pencils. 
wes N / 


Bets 
iets 
Y 


Bes 


evi . 
Wt Sie on , 


44 
TEACH WITH OBJECTS. 


Teach Location—Center, above, below, under, on right, left. 


Teach Arrangement—touching, apart, in front of, behind, beside, 
near together, far apart. ) 


(Cube six faces. 
Teach face by feeling, moving } Sphere one face. 
the fingers on the solids.. Cylinder three faces. 
Square prism six faces, ete. 


( Teach from objects shapes. Square, circle, oblong, sem1- 
circle. Fold paper and make or cut the shapes. Children 
4 arrange the forms in designs and building, by dictation and — 

() invention. 3 

f Teach from objects. Vertical, horizontal and oblique. 

Children lay sticks or pegs, vertically ete. 

4 Lay sticks to represent objects, either: by dictation, from — 

. drawing on the board, or of their own invention. 

Teath from solids and stick laying, angles. Right, obtuse, acute. 

Relation of lines. Parallel, Pe a 

By paper folding, teach 

Bisecting, trisecting. 
Triangles. 

Teach pupils to distinguish and name different kinds. of eee y 
angles and shapes, and to find them in common objects, then draw | 
the lines from the objects. . 

Continue drill in position, pencil holding and free arm movement. 


Introduce new solids and shapes—cone, pyramid, equilateral, tri- 
angular prism, ovoid, ellipsoid, vase. 


Provide paper forms and teach simple design, bringing out a fowa 
principles, as: arrangement around a, center joined by a center 
piece, arrangement for borders, vertical and horizontal; to fill a | 
given space design covering about two-thirds of the space. a 


Divide the study of form into three divisions, and give some time 
to each division. 


Construction—The study of the facts of form. 


Geometric views—Working drawings, plans and elevation. Used — 
im all industries, 


+. a Rc teds 


GRAMMAR. 


ADVANCED DIVISION. 














. a To study words in their various grammatical forms and rela- 
IONS. 


Z 2. To make the pupils familiar with the technical Pina of 
rammar, and to enable them to use them in grammatical discus- 
ons and criticisms. 


Moerree—F inst YEAR. 


E : ‘That part of grammar commonly called Ktymology. 
1. The parts of speech. 

2. The properties and forms of each. 

Their relations in sentences. 


1. In short sentences. 
2. In a complete selection. 


As Require reasons in the technical language of grammar for 
ry statement made. 


Bag Practice until the work is done easily and correctly. 
Study and learn all properties and forms of words. 


voix 


I The ability to parse any word found in a good English 
mtence. 


2. The ability to sive in a connected view all the forms of any 
ected word, as of a pronoun, or of a verb. 


. The habit of using them correctly in ses and written lan- 


guage. 


46 


ADVANCED DIVISION—-SECOND YEAR, 


OspsecT— 


To study the mechanism of the English sentence and to teach the 
technical terms necessary in grammatical and rhetorical discussions 
and criticisms. 


MatrEer— 


That part of grammar commonly called syntax, or the analysis of. 
the English sentence. 


MrrHop— 


1. Select a good text as a standard. 


2. Study the subject in some selection of good English suited to 
the class. 


3. Study the elements of a sentence— 
1. In short sentences. 
2. In a complete selection. 
4, Study phrases and clauses and their relations. | 


Trsts— 


The work has been well done when the pupil is able to separate 
correctly stanzas and paragraphs into sentences, describing each; 
and each sentence into its elements, phrases and clauses, giving to 
each its proper name and stating its relations correctly. 


SuGGESTIONS— 


Be sure to learn some author exactly. ‘If incorrect in a few 
points, showit. Have grammars open and used so constantly that 
all will be able, at close of institute or school, to find what the 
author says on any point studied. Require proof of every statement 
made until you are certain all have it. | 


eye ce 47 


PRIMARY PHYSIOLOGY AND HYGIENE. 









‘ Nor .—It is to be kept in mind that Hygiene is the end aimed at 
in this grade of work in our Country and Grammar Schools. 


_ The attention of teachers should be called especially to this point— 
No more Anatomy and Physiology should be taught than is needed 
to set forth clearly the conditions of life and health. 


In considering the organs -of the body, call attention to their 
functions and use, and show how to keep them in health. 


ae | MATTER. 
1. Divisions of the body. 
2. The skin and appendages. 
8. The muscles—use and abuse. 
_ 4, The heart and blood vessels. : 
5. The blood. ‘ 
6. Digestion. 
7. Respiration. 
8. Nervous system. 


‘Special senses. 
Food, water, air. 


Eat  Biffects of stimulants and narcotics on each organ and on 
general health. 


12. _ Special effects of alcohol, eee and opium. 


HINTS AND SUGGESTIONS. 


fe How much and what kind of oral instruction—model lessons. 
s A _ How to use a Primer of Physiology and Hygiene as Supplementary 
Reading. 


How to secure study and interest in the book. 


48 


Have prominent words spelled and pronounced and show how to 
fix them in mind. 


Oral and written reviews—how managed. 


Let the teachers prepare five questions on each subject suitable for ex- 
amination of children studying the Primer of Physiology, and have 
these questions considered by the institute instructor and discussed 
by the teachers as to their scope and fitness. 


Importance of caring for the eyes— 


How pupils should sit, or stand. How to hold book in regard to 
hight. 


Too bright hght—too dim light. 
The effect on the eyes of too much copying from blackboard. 
Position of pupils in regard to such work. | 


UNITED STATES HISTORY. 


MatrEer— 


Some good primary history for intermediate grade. 
Any good text-book or books on U.§. History for advanced grade. 


HEeLps— 


Some larger works on U. 8. History for reference, blackboard, 
slates, outlme maps, biographical dictionary, lives of prominent men 
in our history for general reading and reference, newspapers and . 
magazines. 3 


MrtrHops— 


1. Study by topics, 


2. Read from the various text-books in use and talk with class 
on topic. 


3. Read in class, stories, anecdotes and biographical sketches 
bearing on the topic in hand. 3 


4. Require pupils to reproduce, both orally and in writing, what 
has been studied, read or related. 


5. Refer to books of history and biography for pupils to read. 


6. Make constant use of maps to fix locations, Have pupils 
sketch on blackboards and slates, maps of localities studied about. 


49 


7. Direct and suggest to pupils matter for reading and reference. 


8. Require pupils occasionally to write short biographical sketches 
of prominent persons spoken of in text-book. 


Torics— - 


Discoveries. Columbus—Sketch of life, theories, voyages. Ves- 
pucci—The Cabots. 


Pisaoratlons. «i opanishs eo Be es os Results. 
NUP OUI OH Metin oc velar, es Rea o 
PTUs rete son poem teen Sia aNe fy 
JEDUERCL AN Spe iMate ome 5°50 Ur an ne as 


SETTLEMENT AND CoLONIES— 


By whom settled and time of each? 

Reasons for settlement. 

Forms of government of colonies and changes in such forms. 
Customs and manners of colonists. 

Wars with Indians. 


French and Indian wars. 
Cause of each and results. N 
TAXING THE CoLONIES— 


1. Reasons for taxation. . 
2. Stamp Act. Principle involved. 


Growth or Ipnas oF INDEPENDENCE— 


Efforts made by England to crush out the spirit of liberty and 
keep colonies in subjection during ten years from 1765 to 1775. 


REVOLUTIONARY War— 
Beginning. 
Declaration of Independence. 
Continuance. 
Results. 
Articles of Confederation. 
Formation of Constitution. 
The principal events and leading men from the Revolution to the 


-~War of 1812. 
War or 1812— 


'~ Causes. Results. 
Chief characters. 


4 


50 


Mexican War— 


Causes. Results. 
Prominent actors, 


SLAVERY— 


rs 


OO IS XK Hw PO 


In the colonies. 

In the Constitution. 

Prohibition of foreign slave trade. 
Missouri compromise. 
Compromise of 1850. 
Kansas—Nebraska Bill. 

Dred Scott Decision. 

John Brown’s Raid. 
Emancipation Proclamation. 


Tur War or THE REBELLION— 


i 


Causes. 
1. The doctrine of States’ Rights. 
Nullification: 
3. Abolition movements. 
4, Election of Lincoln. 
5. Secession. 
6. Finng on Fort Sumpter. 


1. Of 1861—Civil and military. 
pan) teed re cp stn paced gy 4 
3. OPA BGG == WOEC) 7, a 
CeO SOAs sere te 
SEM OR he eis aksi eee és 
Results. 
Constitutional amendments resulting therefrom. 
Prominent men connected with. 
Growth and development of the United States. 


1. ‘Territory—(a) Thirteen colonies and Northwest and 
Southwest territories. (b) Louisiana and Oregon. 
(c) Florida. (d) Texas. (e) California, ete. (f) 
Gadsden purchase. (g) Alaska. Show on maps 
territory acquired. 

2. Population. 


3. Agriculture, commerce, manufactures, education, litera- — 
ture. 


4, Inventions. 


51 


CONSTITUTIONAL CONVENTION. 


Place and time of meeting—Object. 
Organization—Prominent members. 
Factions represented—Compromises. 


ik a Powers of Legis. and Ex. Dep’ts. 
The constitution. sie superiority over Art. of Con. 


5. Political parties—differences—leaders. 


aah ances 


Under the first topic, bring out the facts concerning the conven- 
tion held at Annapolis, a few months prior to the Constitutiona 
Convention, for the purpose of agreeing upon a plan for regulating 
inter-state commerce. Washington was largely instrumental in con- 
vening the meeting at Annapolis, and it was this meeting which 
brought forcibly to the minds of the planters and others present, 
the fact that there was no power in the government, as then organ- 
ized, to regulate commerce between the States. Their next thought 
was to revise the articles of confederation, and it was with that ob- 


ject in view that the convention was called which formed our present 
constitution. 


Under the second topic, note the fact that Washington was elected 
president of the convention; that Hamilton, Madison, Franklin, Ran- 
dolph, Rufus King and Gouverneur Morris were all members; and 
especially that the genius most forcibly stamped upon the constitu- 


tion was that of Alexander Hamilton, “the foremost statesman of his 
time.” 


-The factions represented in the convention were two in number, 
one in favor of national sovereignty, and another in favor of state 
sovereignty. The plan of giving to the general government absolute 
control of certain matters was regarded by many with grave appre- 
hension. ‘There was also great jealousy among the States. ‘The 
wealthier and more populous States, on account of their greater inter- 
ests, claimed a larger share in government, while, on the other hand, 
the weaker States feared that, unless all were equally represented, 
their interests would suffer. So the work of the convention was a 
series of compromises, the chief of which were on the division of the 
legislative body, the basis of taxation and representation, and the 
regulation of commerce. 


52 


The fourth topic mvolves a study of the constitution itself, 
and a comparison of its provisions with those of the articles of con- 
federation, 


And lastly, a knowledge of the political parties that were born in 
this convention, their principles and differences, is essential to an 
understanding of the strength and completeness of this constitution, 
subjected as ‘it was to such severe tests by the heat of party strife 
during the first quarter of a century after its adoption. 


CIVICS. 


KNOWLEDGE PERTAINING TO CITIZENSHIP. 


CoMPRISES— 


Portions of elementary political economy. 

Duties of citizenship in a Republic. 

Machinery of government; local, state and national. 
Elements of ethics, or morals. 

U. §. History for the purpose of a larger patriotism. 


hE A gaye ed Bt 


I. Pourrican Economy—Lapor, Caprrat.— 


What each accomplishes. What the rights of each. What the 
wrongs each complains of. Methods each employs; combinations, 
unions. Present labor troubles. OnE Lesson. 


Il. Taxation.— 


Why the State has the right to tax the citizen. Has the citizen 
ever a right to complain? Durect taxation. Indirect taxation. 
Taxes levied by the U. 8.:—Direct, how much? Indirect, how much ? 
How collected? Present tariff legislation. One Lisson. 


Money.— 


Brief history of. Good money; bad. Gresham’s law. History of 
money in U. 8. with special reference to period since 1860. Our 
present money. Gold, the coms, amount in circulation; silver, 
coins, amount in circulation; greenbacks, amount in circulation; 
national bank bills, amount in circulation; gold certificates, amount — 
in circulation; same for silver certificates. Differences. 

OnE Lusson. 


53 


Free TRADE AND PRotEection.— 


Tree trade defined; brief history. Protection defined; brief his- 
tory. History of each in U. 8. to present time. Views of different 
sections of U.S. Position of parties. Prominent free traders. 
Prominent protectionists. Oni Lesson. 


The past and present of our country, its population, resources, 
and its probable future. Onze Lusson. 


Macutnery or Our Nationa GovERNMENT.— 


Executive—President, Vice-President; how elected; salary ;\ presi- 
dential succession; the cabinet, names, salary. Judicial— How 
chosen; Supreme Court, names, salary; Circuit Court, number, 
salary ; District Court, number, salary. Legislative—Senate, num- 
ber, how elected ; House, number, how elected; Speaker of House, 
President of the Senate. Onr Lesson. 


MacHInery or State GOVERNMENT.— 


Executive—Governor, Lieutenant Governor, Secretary of State, 
Superintendent of Instruction, Treasurer, Auditor, Attorney-General ; 
duties and‘salaries of each. Judicial—Supreme Court, number, how 
chosen; Appellate Court, number, how chosen; Circuit Court, num- 
ber, how chosen. Legislative—Senate, house; number in each, 
duties, pay, minority representation. Onn Lusson. 


Macuinery or Locan GovERNMENT.— 


Town and Township distinguished. What officers are elected in 
towns for one year? What officers are elected in towns for a longer 

period? Thetown meeting, a distinctive American institution—How 
ata who presides; method of voting; judges of election; voters. 
Powers and duties of town meetings. Duties of supervisor, collector 
and assessor. } ONE LEsson. 


Tue ScHoout District.— 


Why schools exist? Special reasons in U. 8. School officers. 
Term of service. Duties. Notice of election. A valid contract be- 
tween officers and teacher. Power of teacher over pupil. What is 
delegated to the teacher? What is not delegated to the teacher? 

One Lisson. 


54. 
Scuoot Law.— 


In teaching the government of the township and school district, much 
valuable information about the school law should be imparted both 
directly and incidentally, by judicious reference to it, 


In teaching the State government, the State constitution should 
be at hand, and in teaching the government of the Nation, let the 
Constitution of the U. §. be the text. 


Duties oF CITIZENSHIP IN A REPUBLIC.— 


Obeying law and authority. Intelligent voting. Opposing bad 
men for office. Taking interest in local, State, and national affairs. 
Sustaming schools. Serving on juries. Making honest returns of 
property for taxation. Becoming educated as far as possible. Why 
these are duties ? . Ont Lisson. 


Me 


Eruics, Moras, tHE Ovcut or Lire.—WaHat Citizens Ovueutr to 
Br.— 


Honest, intelligent, truthful, patriotic, industrious, reverent. They 
ought to practice the Golden Rule. ‘This is not from motives of 
self-interest but because it is right. OnE Lesson. 


( 


ee ee cera Be ee = 
Ait gare 
for ee See 

3 open 


5d 


PHYSICS. 


Good text-books suitable for high schools are abundant. This 
subject should not be deferred to so late a period, however, since 
only a small proportion of the school population reach the high 
schools. Systematic instruction in this branch may be given, be- 
ginning with the third year of the primary grade and extending 
through the intermediate and grammar grades. 


The instruction should be given in brief general exercises, the 
lesson occurring perhaps once a week in the lowest grade and in- 
creasing in frequency in the higher classes. 


In ungraded schools there are greater difficulties to encounter, 
yet it will be found that the youngest children derive much ad- 
advantage from instruction intended more especially for the maturer 
pupils. 


The institute should devote some of the time to the preparation 
of suitable lines of work, since there are few text-books, if any, that 
are adapted to the needs of teachers. 


The following suggestions may be found helpful in this connec- 
tion. 


PRIMARY GRADE. 


Purpose: To form habits of careful attention, awaken a spirit of 
inquiry into the reason of phenomena, and inform pupils respecting 
the physical properties of matter. 


Since the first two purposes can be as well subserved, and the 
last far better, by a scientific method of procedure, arrange a 
series of simple experiments by which pupils shall discover the fol- 
lowing facts: 


1. Matter exists in the solid, liquid and air form. 


Any solid will answer as a type of the first, water for the second, 
and the atmosphere for the third. 
-%. Develop the essential differences and frame simple definitions. 

3. Develop the fact that they have common properties, ‘especially : 
(a) extension, (b) impenetrability, (c) weight, (d) elasticity, (e) divisi- 
bility, (f) porosity, (g) expansibility, etc., and frame simple defini- 
tions. 7 

No expensive apparatus is needed; indeed, if it were available, it 
should not be used. The experiments should be very simple, and 


56 


the children should be stimulated to discover precisely similar phe- 
nomena in the operations of nature about them, or im the practical 
operations of life. 


The following will suffice to suggest something in the way of ex- 
periments : 

1. The fact that solids are extended and impenetrable is obvious. 
Show the same to be true of liquids. If a fruit jar be nearly filled 
with water, and a solid be thrust into it, the water overflows. ‘he same 
thing occurs if one end of a lamp chimney be closed with a cork 
and the other end be pushed into the water. Bore a small hole in 
the cork, cover it with the finger and repeat the experiment. Re- 
ey the finger, hold a lighted match over the opening and note the 
result. 

2. The weight of solids and liquids may be shown by direct 
weighing. The downward pressure (weight) of the atmosphere may 
be shown by putting a glass tube through the cork in the chimney, 
turning the open end upward, covering it with sheet rubber and re- 
moving the air by suction. The same may be shown by putting the 
open end of the chimney in a jar of water and removing the air by 
suction and noting the result. 

Similar experiments may be devised to show the other properties 
mentioned, and many characteristic properties of the several forms 
of matter. 


INTERMEDIATE GRADE. 


The elements of mechanics may be profitavly introduced into this 
grade. ‘The simple machines may be discovered and defined and 
their laws. developed by experiment. The knowledge which the 
children have acquired by the use of the lever in its various forms, 
of the pulley and inclined plane, may be used to supplement, and 
as a substitute for direct experiment. 


The following topics will suggest exercises: 


1. The lever— 
(a) Its parts. 
(b) Its use. 


(c) Three kinds. 

(d) Its law as illustrated with steelyards, with the crowbar 
in lifting, and with the forearm. 

(e) The wheel and axle with its modifications in the wind- 
lass and the capstan. 

(f) The discovery of these machines in many common ap- 
pliances. 


GRAMMAR GRADE. 


Pupils of this grade may profitably study the work done by such 
_ Invisible agents as air. An air pump will be found to be of great 
Service. 

If one is available an excellent course in pneumatics may be ar- 
ranged, although much may be done without. it. 


57 


_ Experiments with the pump, showing tension. (Consult any good 
text-book). ; 


1. Rubber bag under receiver. 
2. Bursting cube. 
3. Transferring apparatus. 
4, The air-pump itself; its operations depend upon this property. 
5. Exhaust air from a jar containing potatoes covered with 
water. 
Devise additional experiments illustrating the same property. 


‘Show practical applications of the weight of the atmosphere in the 
lifting ‘pump, the siphon, and the fountain siphon; of its elasticity 
in the force-pump, the pop-gun, the air-brake, of its upward pres- 
sure in “the sucker” and ‘weight sifter.” 

When attention is turned to the subject, experiments will multiply 

rapidly. 


MORALS AND MANNERS. 


The most important part of the teacher’s work is the formation 
of right habits and the inculcation of correct moral principles. Any 
course of instruction which does not recognize the moral nature of 
‘the child is defective and one-sided. The reasons for teaching 


- morality in our schools are apparent to the most casual observer. 


It is this element in human nature which is the basis of every 
worthy achievement—the guaranty of all true success. 


If the usefulness and happiness of the pupil in his after life are 
determined by the development and training which shall have been 
given to his moral faculties, then the education of the pupil in that 
direction cannot be commenced too early, nor can its value be over- 
estimated. 

The school supplements the training of the home, of the church 
and other educational agencies. ‘To some pupils it furnishes the 
only instruction by which they are stimulated to nght conduct and 


purity of life. 


Great injury is done the pupil when the only motive presented to 
him for diligence and application is the reward which comes from 
merely intellectual attamments. He should be made to feel that 
the intellectual powers are broadened and strengthened, the mental 
vision made clearer by the cultivation of the heart and the nobler 


ane powers of the soul. 


7 ¥ ' =! A Pr 
There are two methods of imparting instruction m morals and 


_ _manners—the incidental and formal. 


Nearly every hour of the day an occasion may be found for the 


' teacher to give a lesson in one or more of these elements of moral 
and social science: . Integrity, honesty, self-control, obedience, 
patriotism, benevolence, industry, frugality, temperance, cleanliness, 


politeness, hope, cheerfulness, self-reliance and mercy. 


58 


While the incidental, or indirect method of imparting instruction 
in these and other virtues should largely prevail, the formal or 
direct method should have its recognized place. 


Of the virtues demanding especial attention, the. first three just 
mentioned should be emphasized. 


They should be regarded as the cardinal virtues of the school- 
room. Integrity should be scrupulously practiced; it should- be 
rigidly exacted in letter and spirit from the pupil in all his school - 
exercises. This should be demanded, not merely because truth 
brings honor and self-respect to him who practices it, but because 
of itself, it is mtrinsically right. 


Deception should be shunned and despised, not merely because it 
brings shame and self-indignation to him who sudian in it, but 
because it is, in its very nature wrong and sinful. 


While there are few, comparatively, who will practice a downright 
falsehood, there are more who are guilty of concealing the truth. 
While they do not hesitate to tell the exact truth if questioned con- 
cerning the preparation of a lesson, yet they will take the credit of 
a good recitation, even though they know it has been imperfectly 
and but partially learned. They obey the letter of truth but disre- 
gard it in its spirit and intention. That teacher who pretends to 
more knowledge and learning than he possesses is teaching his 
pupus to practice deception. If he cannot satisfactorily answer all 
the questions that he may be called upon to answer, he should not 
hesitate to say so. “The best apology for ignorance is the ac- 
knowledgement of it; and the highest practical lesson of truthful- 
ness is the candid confession of it.” 


The line separating truth and falsehood, like that pertaining to all 
moral subjects, 1s too narrow for any one to stand upon. 


No little progress has been made in their moral education, when 
the pupils are taught to realize that, in respect to their thoughts 


and actions, they are always on one side or the other, of the line of 


separation between honesty and dishonesty; when they learn that 
the connection between honesi conduct and happiness renders up- 
right deportment pleasant and attractive, and that the connection ~ 
between dishonest conduct and unhappiness renders misconduct un- 
pleasant and unprofitable. 


Incidents and opportunities aro always occurring for giving 
lessons in self-control. This can be taught in no better way than 
by the force of example, which gives efficiency to precept and 


renders it powerful as a means of good. ee 


In cultivating an appreciation in the pupils for this noble quality, 
the teacher must depend very largely upon the moral power of the 
spirit which he manifests. He who directs and curbs himself amid ~ 
the temptations that tend to annoy and irritate him, is teaching 
self-control in its highest and best form. - But when_he yields to the 
temptations that surround him, and exhibits ill-humor in its various 
forms, he neutralizes by his example all that has been gained by 
any positive instruction that may have been given by him. 


59 


The materials for imparting moral instruction are found in the 
school readers, in histories, in biographies, and in well-selected 
pieces from the best writers, both of prose and poetry. The mem- 
orizing of gems and appropriate mottoes, especially for young 
children, is a great help in enforcing moral precepts. 


lt should be remembered that the formal or direct method of such 
instruction can be of but little profit, if the teacher does not possess 
the confidence and sympathy of his pupils. Under such a condition 
of affairs it is like scattering seed on barren soil. 


The heart of the pupil must be made receptive for moral prinei- 
ples and moral teachings by that change which a spirit of sympathy 
and love always produces. 


When by these methods, by the use of sca MNAtanieee occurring in 
school, or by any experience the child may have had, a moral prin- 
_eiple has been evolved, it is always wise to state that principle in 
words that are clear, plain and unambiguous. 


_ The following topics will be found suggestive for discussion and 
illustration. 


FIRST. 


Some Duties we Owe Ourselves. 


1. Care of the body. 
2. Purity of mind. 
3. Self-government. 
4, Self-respect. 
5. Industry. 
6. Improvement. 
SECOND. 
Relative Duties. 
1. Duties to parents and teachers. - 
2. Duties to superiors. 
3. Duties to inferiors. 
4. Duties to equals. 
5. Duties to brutes. 
6. Duty of courtesy. 
7. Reverence for sacred places. 
8. Respect for works of art and nature. 
9. Duties in regard to public buildings and to public gatherings. 


There is a feeling that moralinstruction does not receive its due share 
of attention in our schools. 


Illustrative lessons in the institute will greatly aid young teachers 
in bringing the subject of duty before their pupils. 
At all events a more general feeling of the importance of moral 


~ instruction can and should be.awakened, and our teachers and pupils 
made to feel more fully the binding force of duty. 


60 


COOK COUNTY TEACHERS’ INSTITUTE: 


August 29th to September 2d, 1887. 


Dainty PROGRAMME. 


The Annual Institute, authorized by the school law, will be held 
from August 29th to September 2d, 1887, inclusive. The large and 
enthusiastic meeting of last year did much to aid the teachers in 
the work. Every teacher in Cook County, Chicago included, is en- 
titled to the benefits of the mstitute, without any cost. The teachers — 
of Chicago are cordially invited to be present. All persons who have 
paid the fee of one dollar for examination, since July 1st, 1886, are 
also entitled to the benefits of this institute. 


FIRST GRADE SECTION. 
Cou. F. W. Parker, Conductor. . 
Dee GOT I) LO Piney year eet Opening Exercises in Assembly Hall. 


WI aEOE LL TOL vcr ee teen Kindergarten Instruction—Mrs. Putnam. 
ALLO 1 OO ie cena) oe ee Language and Reading—F. W. Parker. 
LOO tO2 sd AU so OTe ied aha roe, eae Music—H. E. Holt. 
AO 80 ae eka te. Oh ake see Number— ———___— 
2200) 10: 20200 Bane een ee Cee eee Illustrative Class Exercises 
“iii U0 a Ce aay: 1) em ne eae Rt oar Pema a Moulding and Paper Folding 


SECOND AND THIRD GRADE SECTION. 


O. T. Bricur, Conductor. 7 

PO LONGO ALLEL Seo yo, a ser coms, azine a ee Language— ——__—_— 

PAPA QR GO C12) 00 ia yee leas aa oa ee Number—W. W. Speer. 
Lari t brane lane’ Mg LE Mile BN ma UM rk WM ee TE Sv Music—H. EK. Holt. — 
PAO 0 pea BO chee one ere bt SL ea Ee eee Reading—F. W. Parker. 
BeOO Loe 2008 ier rl welunmene aroma Drawinge—Mrs. HE. F. Dimock.  - 
3:00 to 3:45— Special Work in Moulding. 


FOURTH AND FIFTH GRADE SECTION. 


ALFRED Kirk, Conductor. 


DEVO MOV LUE L OL e e roma +: Opening Exercises in Assembly Hall. 
LOCTD MG ALTE AQ ae oh ee cayee” ae ene ae Reading—Mrs. Parker. 
Ets POA COO. oot Oden e ie eee Geography—Tillie E. Coffin. 

LEOO PO “58240; teases ee Ree) eee Language—Mrs. K. F. Young. 

leas DRA Ce san eet Ey Mpempnredat ale oh TRO UE aa Arithmetic—Alfred Kirk. 

vate A Dc petra’ a8 A uae RAL cee, Oh Agee Ym eS SUEME Dy# Music—H. E. Holt. 


a CUCM Nag sho vaya k cepa pamma rales sl aot Psychology—Col. F. W. Parker. 


\ 


61 


SIXTH, SEVENTH AND EIGHTH GRADE ee 
A. G. Lant, Conductor. 


<3 SU aoe Bled ie Sa ec Geography—Tillie EK. Coffin. 
Ve G9 Sui Be 0 a a i ae Ni Rae Buse Reading—Mrs. Parker. 
REEL) UO SER  A arcu Mees ne OS PENIS oo clin Arithmetic—Alfred Kirk. 
eg ah OU st Shee om aie Hy aU Language—Mrs. EK. F. Young. 
ECT IBS Bol OU RE, SES to esa tn Be Music—H. E. Holt. 
AAT GPS ia Baloars Sat Ca ahi ws aI Ae UP i Psychology—Col. F. W. Parker 


COUNTRY SCHOOL SECTION. 
A. R. Sapin, Conductor. 





SRE SEGRE OC Lehane ae ee ie were Opening Exercises in Assembly Hall. 
1A oa 19 ao.) La NW pai 2 ot coe aie as hy ee iis Abe Loe Oe Language—A. R. Sabin. 
PR OU LOu a ea raucous ON cpa. Geography and H'story—A. R. Sabin. 

(ant mala) Fete Brien ett oie ents Arithmetic—O. T. Bright. 

peat MeO eh he Nee ie das oe etal eS Reading— ———— 

Pt) Fae Oe Rak Se oo Nee kt Al dents ndig gio Music—H. E. Holt. 

SOO RAD =. or, Bon Soe ate aca ng cate SRG IM, Psychology—F’. W. Parker 


HIGH SCHOOL SECTION. 
O. S. Westcotr, Conductor. 


ORS RN Seg 104 RE Ra a a eta ee Mathematics—W. W. Speer. 
MOIR AELVELON EL Bet Ow hha oe oe Sb ee PT Zodlogy—O. S. Westcott. 
RelOto) 1:40) 3 oy. Pars and Literature—Dr. Samuel Willard. 
EUR TOMO: cay yh Went, an Ree Oe Physics—B. P. Colton. 
Der EUG SOL) een ci area as, Sie) ey Seale Botany—O. 8. Westcott. 
00 0 204s 6. AMR ee Che ha a aka Physiology—B. P. Colton. 


3:00 to 4:00—Special Work in dissection, moulding maps, wood 
work, botany, chemistry, zoology, water color painting, etc. 


Board can be secured at “Student’s Hall” at one dollar per day. 
Address, O. Huntley, Normal Park. 


Trains leave Chicago for Normal Park, on the Rock Island BR. R., 
at 8:35 and 9:45 A. M., and 12:15 P. M.; returning, leave Normal 
Park at 3:07, 4:07 and 5:41 P. M. Trains leave the Polk Street 
Depot at 8:00, 9:00 and 11:50 A. M.; returning at 3:11, 4:21, 4:58 
arid 5:26 P. M. 


_ Fellow teachers, let us make this annual meeting a help and an 
inspiration m our work for the ensuing year. 


A. G. Lann, County Superintendent. 
Notr.—A special institute will be held during September at the 


- Normal School, for teachers who are unemployed, or whose schools 
~ do not begin until October 1st. 


62 


WOODFORD COUNTY TEACHERS’ INSTITUTE—1887. 


A. M. 
8 :00 Devotion. 
8:15 . Singing. 
ms 
< @) Fee 
re Mea 1S eh A Pedagogy. x B Arithmetic. 
9:15 B - rs A. at 
= A 
OC 
9:55 2 B Reading. Ht <A History. 
. 
10:35 A “ Se 
a 
; = 
11:15 A Primary. Die B Drawing. 
ea PTE 
Ss 
PoeM. . 
EPUB tae Opening. 
1:30 e Spelling or Singing. 
Ca 
2 2 
10K He A Language. y B Geography. 
2:30 2 Z 2 A t 
Be \ 
Bel0 cers A Penmanship. B Primary. 
3:50 z s B fs = A Drawing. 
: 0 
4:30 | Primary A and B. 


Miss Lou Van Meter, of El Paso has charge of the primary work 
the first week, and Miss Lottie Jones, of Danville, the second. 


] 
| 


63 


: PROGRAMME OF THE PIKE COUNTY INSTITUTE. 


JuLY 18, 1887, to Aueust 12, 1887. 











Humer. - Hatfield. Mee Tavenner. 


—— 








9 :02) Roll call. 
9 :10\Song and spelli’g 











a ARNE ON ON Hie sie UMM er te chore p CIOS be a wi the ak GALS we Pedagogy. 
10 :10 Arithmetic. Physics. 
ste oe oe oe Rr lps REN ER a a a ee *Primary work 
10 :45 Recess 
11:15|Grammar, A. |Physiology. 
12 :00/Grammar, B. 
1 :30 Noon. 
—1:40/Singing. 
2, :10|Geography. Botany to 2 :20. 
2:45) Dictionary work. 
3:00 Recess. 
3 :30| History. Loology. 
Humer 
3:50 Civil government; and 
{ Hatfield 


Humer alnd Swan, three 
4:10 General exelrcise ~ lessons ifn paper folding 
by Mrs.|'Tavenner. 


*The Primary Work consisted of one week each of Reading, Num- 
ber and Geography, with a class of pupils who had never been in 
- school a day, and one week with a class of Third Reader pupils. 


The Dictionary Work lasted two weeks, and then two weeks were 
devoted to reading and studying ‘“The Lady of the Lake.” 


64 


EDGAR COUNTY. 


Summer InstrrutE—1887. 


Programme. 


8:00 A. M. Opening Exercises—Musie by D. Wilson. 











Knepper. Harvey. | Dundas. | Browning. 
By , 

9:00 to 9:40\C Reading. |A Geograp’y|B Arithmetic|Physiology. 
9:40 to 10:20|\A Reading. B Geograp’y|C Arithmetic 
10:20 to 10:30 ‘Recess. 
10:30 to 11:10 B Reading. C Geograp’y|A Arithmetic|Botany. 
11:10 to 11:50:'C Language. A History. B Penmanship 
11:50 to 2:00) 'Noon. | 
2:00 to 2:40/A Language.'B History. |Philosophy. |C Penmanship 
2:40 to 8:20'}5 Language.C History. |Zodlogy. A Penmanship 
3:20 to 3:30 _|Recess. 
3:30 to 4:10 School Liaw—by Coul|nty Superint/endent Kerrick 








3 0112 053558562 


